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중∙고등학생의 학업적 자기효능감과 영어읽기전략 및 영어읽기성취도 사이의 관계

A study on the relationship among academic selfefficacy, English reading strategies, and English reading achievement of Korean middle school and high school students.

김수연|김배성
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2022.03|영어교육연구 (English Language Teaching)|제34권 제1호|pp. 21-44|DOI 10.17936/pkelt.2022.34.1.002

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참고문헌

키워드

중학교(middle school)학업적 자기효능감(academic self-efficacy)영어읽기전략(English reading strategy)영어읽기성취도(English reading achievement)고등학교(high school)학교 급(school levels)
주제분류영어와문학

초록

The purpose of the study is to investigate the relationship among academic self-efficacy, English reading strategies, and English reading achievement of Korean middle school and high school students. Additionally, the study aims to identify the difference of the aspects in terms of school levels to suggest meaningful basis for proper ways to enhance English reading achievement for each school level. In this study, a total of 169 middle school and high school students participated in the survey. The results of the study are as follows. First, no statistically significant difference of both overall academic self-efficacy level and its sub domains between school levels was found. Second, the positive influence of academic self-efficacy on English reading strategy usage was identified regardless of school levels. Third, the positive influence of academic self-efficacy on English reading achievement was identified regardless of school levels. However, the difference in terms of school levels was found when it comes to the influence of sub-domains of academic self-efficacy on English reading strategy and English reading achievement. This study suggests that academic self-efficacy can play important role in enhancing both students’ English reading strategy usage and English reading achievement. (

Abstract

The purpose of the study is to investigate the relationship among academic self-efficacy, English reading strategies, and English reading achievement of Korean middle school and high school students. Additionally, the study aims to identify the difference of the aspects in terms of school levels to suggest meaningful basis for proper ways to enhance English reading achievement for each school level. In this study, a total of 169 middle school and high school students participated in the survey. The results of the study are as follows. First, no statistically significant difference of both overall academic self-efficacy level and its sub domains between school levels was found. Second, the positive influence of academic self-efficacy on English reading strategy usage was identified regardless of school levels. Third, the positive influence of academic self-efficacy on English reading achievement was identified regardless of school levels. However, the difference in terms of school levels was found when it comes to the influence of sub-domains of academic self-efficacy on English reading strategy and English reading achievement. This study suggests that academic self-efficacy can play important role in enhancing both students’ English reading strategy usage and English reading achievement. (

참고문헌 (48)

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