자기조절학습과 자기효능감이 영어 성취에 미치는 효과 연구
A study on the effects of self-regulated learning and self-efficacy on English achievement
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This study examined the effects of self-efficacy and self-regulated learning strategies on theaccomplishment of English vocabulary, grammar, reading, writing, and final exam score. To thisend, a total of 168 Korean high school students were sampled. The effects of the two predictors onthe five dependent variables were analyzed utilizing a series of multiple regression analysis. Results show that both self-efficacy and self-regulated learning strategies made a significant andpositive impact on English vocabulary, grammar, reading, writing, and final English exam scores. Each of the two predictors made an independent contribution to all of the five dependent variables,while the effect of the other predictor was held statistically constant. Subsequent z-test analysesreveal that the effect of self-efficacy was significantly stronger than that of self-regulated learningstrategies when vocabulary was targeted as the dependent variable, whereas the effect of selfregulated learning strategies was significantly more powerful when the dependent variable wasreading. These results are discussed in terms of previous literature, and pedagogical implicationsare provided.
Abstract
This study examined the effects of self-efficacy and self-regulated learning strategies on theaccomplishment of English vocabulary, grammar, reading, writing, and final exam score. To thisend, a total of 168 Korean high school students were sampled. The effects of the two predictors onthe five dependent variables were analyzed utilizing a series of multiple regression analysis. Results show that both self-efficacy and self-regulated learning strategies made a significant andpositive impact on English vocabulary, grammar, reading, writing, and final English exam scores. Each of the two predictors made an independent contribution to all of the five dependent variables,while the effect of the other predictor was held statistically constant. Subsequent z-test analysesreveal that the effect of self-efficacy was significantly stronger than that of self-regulated learningstrategies when vocabulary was targeted as the dependent variable, whereas the effect of selfregulated learning strategies was significantly more powerful when the dependent variable wasreading. These results are discussed in terms of previous literature, and pedagogical implicationsare provided.