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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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The present study analyzes learners' self-efficacy beliefs and self-regulated learning strategy use in an L2 English learning context, mainly focusing on Korean high school students. One-hundred and seventy-three participants were assigned to high-, medium-, and low-proficiency groups. Three major instruments were administered, a background questionnaire, the Questionnaire of English Self-Efficacy, and the Questionnaire of English Self-Regulated Learning Strategies. The results reveal that there were significant differences among groups in terms of self-efficacy beliefs for listening, speaking, reading, and writing, showing that high-proficiency learners held a higher sense of self-efficacy than medium- and low-proficiency learners. The study also indicates that there were significant differences among groups when looking at self-regulated learning strategy use. Successful learners employed more self-regulatory skills than others. Additionally, a positive correlation was found between self-efficacy and self-regulation. Based on the results, pedagogical implications are suggested.
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참고문헌 (41)
참고문헌 신청
Anam, S. / 2016 / Language learning strategies of Indonesian primary school students : In relation to self-efficacy beliefs / System 60:1~10
Bandura, A. / 1986 / Social foundations of thought and action: A social cognitive theory / Prentice Hall
Bandura, A. / 1995 / Self-efficacy in changing societies / Cambridge University Press
Bandura, A. / 1997 / Self-efficacy: The exercise of control / Freeman
Boekaerts, M. / 2006 / How far have we moved toward the integration of theory and practice in self-regulation? / Educational Psychology Review 18(3):199~210
Bandura, A. / 1986 / Social foundations of thought and action: A social cognitive theory / Prentice Hall
Bandura, A. / 1995 / Self-efficacy in changing societies / Cambridge University Press
Bandura, A. / 1997 / Self-efficacy: The exercise of control / Freeman
Boekaerts, M. / 2006 / How far have we moved toward the integration of theory and practice in self-regulation? / Educational Psychology Review 18(3):199~210
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