Based on structural equation modeling, this paper explores the compound influence mechanism of English learning self-efficacy, learning environment and interpersonal relationship on college students’ English vocabulary learning effectiveness through path analysis. Stratified sampling method was used to collect 910 valid questionnaires from a university in S province, and research hypotheses were proposed. The correlations among multiple variables were exploratively analyzed through Pearson correlation analysis to construct structural equation modeling. The results showed that the standardized regression coefficients of self-efficacy, learning environment, and interpersonal relationship on the effect of English vocabulary learning were 0.813, 0.776, and 0.806.The selfefficacy dimension of self-efficacy had the highest factor loadings of self-efficacy for English vocabulary learning (0.889), and the learning environment dimension had a stronger factor loading of the school environment (0.838) in comparison to the family environment (0.706) and social environment ( 0.717) had stronger predictive power, and the path loadings of the interpersonal relationship dimension peer relationship (0.891) were significantly higher than teacher-student relationship (0.822) and parent-child relationship (0.786). The study verified the synergistic mechanism of self-efficacy, learning environment and interpersonal relationship, which provides the basis for multidimensional intervention strategies for college English vocabulary teaching.
