자기효능감과 토익 성취도의 관계
The relationship between self-efficacy and TOEIC achievement
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This study aims to examine the relationship between self-efficacy and TOEIC achievement. The primary emphasis is on identifying the effect of students’ self-efficacy on their TOEIC achievement. Three subcomponents of self-efficacy are self-confidence, self-regulatory efficacy, and task difficulty preference. A total of 99 female students answered two questionnaires, one at the beginning and the other at the end of the term. The scores of placement and achievement tests were analyzed to evaluate the students’ improvement. The results revealed that students’ self-confidence was increased and a progress in TOEIC exam was found. In the beginning of the class, the better the students’ English listening skills were,the higher students’ self-confidence was. The students who preferred more difficult listening tasks had higher scores on the listening tests. There were significant correlations between self-confidence and TOEIC scores at the end of the class. The students who had strong selfconfidence achieved better on their TOEIC exam. The results verified that self-efficacy played a positive role in enhancing students’ TOEIC scores. Thus, helping students build positive self-efficacy is recommended.
Abstract
This study aims to examine the relationship between self-efficacy and TOEIC achievement. The primary emphasis is on identifying the effect of students’ self-efficacy on their TOEIC achievement. Three subcomponents of self-efficacy are self-confidence, self-regulatory efficacy, and task difficulty preference. A total of 99 female students answered two questionnaires, one at the beginning and the other at the end of the term. The scores of placement and achievement tests were analyzed to evaluate the students’ improvement. The results revealed that students’ self-confidence was increased and a progress in TOEIC exam was found. In the beginning of the class, the better the students’ English listening skills were,the higher students’ self-confidence was. The students who preferred more difficult listening tasks had higher scores on the listening tests. There were significant correlations between self-confidence and TOEIC scores at the end of the class. The students who had strong selfconfidence achieved better on their TOEIC exam. The results verified that self-efficacy played a positive role in enhancing students’ TOEIC scores. Thus, helping students build positive self-efficacy is recommended.
참고문헌 (26)
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