대학생 토익 성적 향상도에 미친 학습동기 및 자기조절효능감 차이 분석
Analysis on the Difference of Motivation and Self-efficacy Depending on Academic Achievement in TOEIC
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This paper focuses on the identification of the differences of the learning motivation and academic self-efficacy between university student groups with different academic achievement in TOEIC. The collected data were the results of the four TOEIC tests which the 83 college students have taken, and the questionnaire they have completed. The students were grouped two groups, one of students with higher achievement and the other of students with lower achievement in the final TOEIC test. The data were analyzed by way of the t-test to make a comparison of the learning motivation and the academic self-efficacy between the higher achievement of one group and the lower achievement of the other group. The results are as follows. First, the two sub-categories, among the four sub-categories of the motivation, show statistically meaningful differences between the two groups, with the five items among the total motivation items being statistically-meaningful. Second, any sub-categories of the self-efficacy show no statistically-meaningful differences, however, the three items out of the whole self-efficacy items are of statistically-meaningful difference. In conclusion, we maintain that the difference of the academic achievement in TOEIC is due to some aspects of the learning motivation and academic self-efficacy.
Abstract
This paper focuses on the identification of the differences of the learning motivation and academic self-efficacy between university student groups with different academic achievement in TOEIC. The collected data were the results of the four TOEIC tests which the 83 college students have taken, and the questionnaire they have completed. The students were grouped two groups, one of students with higher achievement and the other of students with lower achievement in the final TOEIC test. The data were analyzed by way of the t-test to make a comparison of the learning motivation and the academic self-efficacy between the higher achievement of one group and the lower achievement of the other group. The results are as follows. First, the two sub-categories, among the four sub-categories of the motivation, show statistically meaningful differences between the two groups, with the five items among the total motivation items being statistically-meaningful. Second, any sub-categories of the self-efficacy show no statistically-meaningful differences, however, the three items out of the whole self-efficacy items are of statistically-meaningful difference. In conclusion, we maintain that the difference of the academic achievement in TOEIC is due to some aspects of the learning motivation and academic self-efficacy.
참고문헌 (29)
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