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The effects of academic self-efficacy, learning strategies, and perceived instructional strategies on high and low achievers' in the middle school Korean language
- The effects of academic self-efficacy, learning strategies, and perceived instructional strategies on high and low achievers' in the middle school Korean language
- Joo Y.J.; Seo H.; Joung S.; Lee Y.K.
- Ewha Authors
- 주영주; 서혁
- SCOPUS Author ID
- 주영주; 서혁
- Issue Date
- Journal Title
- KEDI Journal of Educational Policy
- KEDI Journal of Educational Policy vol. 9, no. 2, pp. 239 - 257
- SSCI; SCOPUS; KCI
- Document Type
- This study investigated the effects of academic self-efficacy, learning strategies, and instructional strategy on high and low ability students' academic performance in Korean language in South Korean middle schools. Academic self-efficacy, the learning strategies of refinement and meta-cognition, and perceived instructional strategies had positive effects, but demonstration and organization had negative effects on performance. The high-scoring group has significantly higher academic selfefficacy, refinement, and meta-cognition, with a large effect size. It also had higher organization and perceived instructional strategies, with a medium effect size. A path coefficient analysis showed that only instructional strategies showed a significant effect on Korean language academic performance. © Korean Educational Development Institute 2012.
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- 사범대학 > 교육공학과 > Journal papers
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