- VOLUME
- Vol. 9 | (2)
- ABSTRACT FILE
-
1357612789892.pdf
- TITLE
- The effects of academic self-efficacy, learning strategies, and perceived instructional strategies on high and low achievers’ in the middle school Korean language
- KEYWORDS
- academic self-efficacy, learning strategies, instructional strategies, middle school education, language learning
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.