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dc.contributor.author주영주-
dc.contributor.author서혁-
dc.date.accessioned2016-08-28T10:08:16Z-
dc.date.available2016-08-28T10:08:16Z-
dc.date.issued2012-
dc.identifier.issn1739-4341-
dc.identifier.otherOAK-9628-
dc.identifier.urihttp://dspace.ewha.ac.kr/handle/2015.oak/223324-
dc.description.abstractThis 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.-
dc.languageEnglish-
dc.titleThe effects of academic self-efficacy, learning strategies, and perceived instructional strategies on high and low achievers' in the middle school Korean language-
dc.typeArticle-
dc.relation.issue2-
dc.relation.volume9-
dc.relation.indexSSCI-
dc.relation.indexSCOPUS-
dc.relation.indexKCI-
dc.relation.startpage239-
dc.relation.lastpage257-
dc.relation.journaltitleKEDI Journal of Educational Policy-
dc.identifier.wosidWOS:000313220100003-
dc.identifier.scopusid2-s2.0-84872345151-
dc.author.googleJoo Y.J.-
dc.author.googleSeo H.-
dc.author.googleJoung S.-
dc.author.googleLee Y.K.-
dc.contributor.scopusid주영주(26659993200)-
dc.contributor.scopusid서혁(55556498200)-
dc.date.modifydate20190301081000-
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사범대학 > 교육공학과 > Journal papers
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