교과별 학업적 자기효능감과 학업성취간의 종단적 탐색-영어교과를 중심으로-
Longitudinal relations between academic self-efficacy and academic achievement by subjects : focused on English subject
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This study explored the longitudinal relations between academic self-efficacy and academic achievement in the subjects of Korean, math and English. The study used the Korean Education Longitudinal Study (KELS), which provide 6,908 middle school students’ survey responses collected three times over the course of three years since 2005. o solve time-concerned research questions, the autoregressive cross-lagged model analysis was conducted using . According to the results, the students' academic self-efficacy influenced their academic achievement in the three subjects and vice versa. Among the three subjects, the participants' academic self-efficacy in math showed the greatest effects on their academic improvement. their academic self-efficacy in Korean did not have much influence on their academic achievement. In the case of English, their academic self-efficacy played a significant role in their academic achievement even though the statistical figure was not as great as that for math. Moreover, the of the participants' academic achievement on their performance in the following year was found to be greatein English than in the other two subjects. The findings of this research suggest that improving academic self-efficacy in English can lead to academic improvement in the subject and that greater attention needs to be paid to English education in the first and second year of middle school than in the later years.
Abstract
This study explored the longitudinal relations between academic self-efficacy and academic achievement in the subjects of Korean, math and English. The study used the Korean Education Longitudinal Study (KELS), which provide 6,908 middle school students’ survey responses collected three times over the course of three years since 2005. o solve time-concerned research questions, the autoregressive cross-lagged model analysis was conducted using . According to the results, the students' academic self-efficacy influenced their academic achievement in the three subjects and vice versa. Among the three subjects, the participants' academic self-efficacy in math showed the greatest effects on their academic improvement. their academic self-efficacy in Korean did not have much influence on their academic achievement. In the case of English, their academic self-efficacy played a significant role in their academic achievement even though the statistical figure was not as great as that for math. Moreover, the of the participants' academic achievement on their performance in the following year was found to be greatein English than in the other two subjects. The findings of this research suggest that improving academic self-efficacy in English can lead to academic improvement in the subject and that greater attention needs to be paid to English education in the first and second year of middle school than in the later years.
참고문헌 (32)
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