社会认知理论视角下英语学习能动性与成绩的关系研究——以合肥市第四十六中学南校区为例

A Study on the Relationship between English Learning Agency and Achievement from the Perspective of Social Cognitive Theory—A Case Study of South Campus of Hefei No. 46 Middle School

摘要: 借鉴Bandura的社会认知理论框架，包括意向性、前瞻性、自我调节和自我效能四个维度，探究初中生英语学习能动性与成绩的相关性，分析初中生英语学习能动性的总体水平，群体特征以及其和各维度与成绩的相关性。得出初中生的英语学习能动性的总体水平较高，群体特征差异并不明显，在四个维度中，自我效能表现最为突出，而自我调节表现最为薄弱；同时初中生英语学习能动性与成绩呈正相关；在各个维度中，意向性和自我效能对成绩有积极影响，而前瞻性和自我调节对成绩则没有影响。结果为教学实践提供了切实可行的见解：教师需要关注学生的个体差异并发展学生的意向性和自我效能；学生需要正确认识自我并进行自我反思和调节。通过这些具体措施能系统性激发学生英语学习能动性，实现英语成绩提升。

Abstract: Drawing upon Bandura’s Social Cognitive Theory framework—which encompasses four dimensions: intentionality, forethought, self-regulation, and self-efficacy—this study investigates the correlation between junior high students’ English learning agency and academic performance. It analyzes the overall level of English learning agency among junior high students, their group characteristics, and the correlations between each dimension and academic achievement. The findings reveal that junior high students exhibit a relatively high overall level of English learning agency, with no significant differences across group characteristics. Among the four dimensions, self-efficacy stands out as the strongest, while self-regulation is the weakest. Furthermore, English learning agency is positively correlated with academic achievement. Specifically, among the dimensions, intentionality and self-efficacy exert positive influences on achievement, whereas forethought and self-regulation show no significant impact. These findings offer practical insights for teaching practice: Teachers should address individual differences by fostering students’ intentionality and self-efficacy. Students need to develop accurate self-awareness through self-reflection and regulation. Implementing these measures can systematically enhance students’ English learning agency and improve academic performance.