The effects of academic self-efficacy, learning strategies, and perceived instructional strategies on high and low achievers' in the middle school Korean language

Abstract

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.