The Mediating Effects of Learning Strategies and Self-efficacy on the Relationship Between Academic Beliefs and Achievement of Korean University Students in Chinese Language Courses
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초록
The purpose of this study was to examine the mediating effects of learning strategies and self-efficacy in the relationship between academic beliefs and academic achievement among Korean university students taking general education courses in Chinese. A survey was conducted with 198 Korean university students taking Chinese general education courses from four universities in Gwangju and Jeonnam regions. Correlation coefficients and structural equation model verification, as well as mediation effects, were analyzed using SPSS 24.0 and AMOS 24.0 programs. The mediating effect of learning strategy and self-efficacy was analyzed in the relationship between academic beliefs and academic achievement of Korean University students taking liberal arts courses in Chinese. Academic beliefs were shown to have a significant effect on learning strategies and self-efficacy, and the effects of academic beliefs on academic achievement were statistically significant. Learning strategy was analyzed to have an impact on academic achievement, and self-efficacy was found to have an impact on academic achievement. Through this, it will be possible to provide basic information to establish desirable educational policies that promote more effective and efficient educational support and quality improvement for Chinese learners.
Abstract
The purpose of this study was to examine the mediating effects of learning strategies and self-efficacy in the relationship between academic beliefs and academic achievement among Korean university students taking general education courses in Chinese. A survey was conducted with 198 Korean university students taking Chinese general education courses from four universities in Gwangju and Jeonnam regions. Correlation coefficients and structural equation model verification, as well as mediation effects, were analyzed using SPSS 24.0 and AMOS 24.0 programs. The mediating effect of learning strategy and self-efficacy was analyzed in the relationship between academic beliefs and academic achievement of Korean University students taking liberal arts courses in Chinese. Academic beliefs were shown to have a significant effect on learning strategies and self-efficacy, and the effects of academic beliefs on academic achievement were statistically significant. Learning strategy was analyzed to have an impact on academic achievement, and self-efficacy was found to have an impact on academic achievement. Through this, it will be possible to provide basic information to establish desirable educational policies that promote more effective and efficient educational support and quality improvement for Chinese learners.
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