Abstract
The purpose of this study was to examine the impact of attribution on English self-efficacy and the relationships among self-efficacy, goal setting, and English achievement in college students. 335 freshmen in a two-year college were used as participants in this one-year longitudinal study. Results show that the beneficial attributers possessed higher self-efficacy than individuals with less beneficial attribution. Further, it was shown that college students with higher self-efficacy achieved better proficiency level during the consecutive English proficiency tests every half-year. Meanwhile, those with higher self-efficacy are likely to set higher goal level for the subsequent tests, and those with higher goal setting have performed better than those with lower goal setting. Together findings in this study show that the effective way to improve English performance in college students might lie in how to militate the beneficial attribution manners and increase the self-efficacy as well as set higher and reasonable goal level.
| Keywords: | attribution; English achievement; goal setting; self-efficacy |
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