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目的考察课外学习英语时间长短以及民族差异是否会对英语自我效能感产生影响。方法对高一至高三年级的313名学生的自我效能感以及民族,课外学习英语时间长短等方面进行问卷调查。结果民族和课外学习英语时间长短均对英语自我效能感产生影响(P<0.05或0.01)。其中,在效能总分和克服困难能力感维度上发现英语学习时间超过3～5个小时要比3～5个小时得到更高的英语效能感(F=7.874和9.771;P<0.01),而其它3个维度上发现花费6～8个小时获得的自我效能感高于3～5个小时(F=3.385,4.909和3.025;P<0.05或0.01)。此外,在克服困难的能力感维度上,朝鲜族比汉族自我效能感高(F=4.487,P<0.05)。结论课外学习英语时间长短是影响英语自我效能感的重要方面,朝鲜族学生更能克服英语学习上的困难。
Aims To investigate whether extra-curricular learning English can affect English self-efficacy as well as ethnic differences. Methods A questionnaire survey was conducted on the self-efficacy of 313 students in grade one to grade three as well as the length of time spent on studying nationalities and extra-curricular learning English. Results Both ethnic and extra-curricular learning English had an impact on English self-efficacy (P <0.05 or 0.01). Among them, it was found that the English learning time of more than 3 to 5 hours was higher than that of 3 to 5 hours (F = 7.874 and 9.771; P <0.01) in terms of the total score of performance and the ability to overcome difficulties, while The other 3 dimensions found that 6 to 8 hours spent more than 3 to 5 hours on self-efficacy (F = 3.385, 4.909 and 3.025; P <0.05 or 0.01). In addition, Korean ethnic self-efficacy was higher than that of Han (F = 4.487, P <0.05). Conclusion Extra-curricular learning English is an important part of English self-efficacy. Korean students can overcome the difficulties in English learning.