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For the last four decades,self-efficacy,which is viewed as personal judgments ofone’s capabilities in whether one can use skills to attain specific goals(Bandura,1977),has sparked considerable enthusiasm among researchers who are concernedwith how self-processes affect human cognition and behaviors.With the prosperity of self-efficacy studies,some closest constructs,such as self-concept,outcomeexpectations,and perceived control are believed to incur conceptualmisunderstandings.To make clear,researchers emphasize that unlike the moregeneral constructs such as self-concept or perceived control that incorporate manyforms of self-related feelings or beliefs,self-efficacy is essentially task-specific ordomain-specific(Bandura,1986).Besides,one distinction between self-efficacy andoutcome expectancy is that the former plays a more prominent role in predictinghuman functioning(Shell et al.,1989).In fact,self-efficacy affects more than thecognitive and affective structures of individuals.It also helps to determine how muchthe efforts and duration people put into the task(Pajares,1996).In summary,self-efficacy represents individuals’self-confidence in whether a certain task can beachieved,which can estimate the efforts and duration people are spending on the task.In this sense,self-efficacy serves as a consistent and effective predictor of people’sbehaviors and achievements.

Most scholars have favored that self-efficacy needed to be integrated intospecific disciplines and have subsequently conducted a series of domain-specificstudies on self-efficacy(e.g.,Pajares&Miller,1995;Raoofi et al.,2012;Wang et al.,2021).In academic settings,academic self-efficacy can be understood as the learners’belief in their ability with regard to the completion of academic assignmentssuccessfully(Bandura,1997).Students with positive academic self-efficacy areinclined to devote more energy and be more persistent in their selected academic tasks.

Chapter Three Research Design............................33

3.1 Research Questions.........................33

3.2 Participants...........................33

Chapter Four Results and Discussion..............................38

4.1 Distribution of Teacher-and-Peer Support,Self-Efficacy,and InteractionEngagement................38

4.2 Correlations between Teacher-and-Peer Support,Self-Efficacy,andInteraction Engagement.........................44

Chapter Five Conclusion......................57

5.1 Major Findings of the Study............................57

5.2 Implications of the Study........................................57

Chapter Four Results and Discussion

4.1 Distribution of Teacher-and-Peer Support,Self-Efficacy,andInteraction Engagement

To investigate the status quo of college students’perceived teacher-and-peersupport in English language learning,this thesis conducts a descriptive statisticalanalysis of 335 valid participants by calculating some statistics such as the mean,standard deviation,skewness,and maximum and minimum values of the data.Thequestionnaire has a maximum score of 6 and a minimum score of 1,with a midpointof 3.5.The specific resul本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。