Self-efficacy, anxiety, and willingness to communicate in Korean middle school students’ English ability

Shim, Hyojeong Hankuk University of Foreign Studies. Graduate Sch 2014 국내석사

This study explores Korean middle school students’ affective domain in English as a foreign language. The primary goal of the current study is to find and examine the affective domain's influence on English ability. Most importantly, this study focuses on the relationship between self-efficacy, anxiety, and willingness to communicate, which has not yet been systematically investigated for Korean middle school students. For example, self-efficacy was often used as an indirect predictor of English ability so it has the limitation of considering other variables systemically. The Revised 7th Curriculum in Korea (2009) put its emphasis on improving communicative competence in English as a foreign language. Therefore, the three independent variables are clarified as predictors of affective domain of communication in English. Thus, this study clarifies an ambiguous aspect of affective domain as predictors of English ability. This study mainly employs a quantitative research method using questionnaires and a test. The current study was conducted with one group of middle school students in Seoul, Korea; of this, the data from 384 students’ was analyzed. In this study, willingness to communicate in English was measured in relation to two situations which occur most commonly between friends in Korean middle school classrooms with their friends. One is presentation and another is discussion. Overall, the students’ communication in English was very low and didn’t show normal distribution. It may not be suitable to Korean students so it is necessary to develop new scale for Korean students in the future study. These two groups didn’t have any difference on their self-efficacy, anxiety so we may assume that was because the test is National English Ability Test (NEAT) and its direction for English is more focused on presentation skill. A correlational analysis showed that self-efficacy, anxiety, and willingness to communicate have statistically significant relationships with English ability. Multiple regression analyses revealed that the model, as a whole, is statistically significant, R2 = 15.8, F (5,370) = 13.877, p < .001, and accounted for by the independent variables in the model. Communication self-efficacy (beta = .387, p < .001), sate anxiety (beta = .146, p = .025), foreign language classroom anxiety (beta = -.152, p = .004), willingness to give a presentation (beta = .196, p = .052), and students’ willingness to participate a group discussion (beta = -.205, p = .043) are significantly strong predictors of English ability. Finally, the current study’s findings are suggested. Implications and limitations of the study, and suggestions for future research were discussed.

The Mediating Role of Perceived Likelihood of Success for the Effect of Message Similarity, Task Self-Efficacy, and Coping Self-Efficacy on Behavior Intention

김율리 성균관대학교 일반대학원 2015 국내석사

Self-efficacy refers to an individual's confidence on carrying out specific behaviors to yield desirable outcomes. While the robust predictive power of self-efficacy to form a behavior intention has been demonstrated in extensive research, almost no study has explored the exact mechanism in terms of the factors that influence self-efficacy and how self-efficacy eventually induces behavior intention. The present study, therefore, examines the extent to which a success story of similar others, or vicarious experience, influences self-efficacy and behavior intention. Drawing on the scrutinization of conceptual definitions, operationalization, and measurement items of self-efficacy in previous studies, two distinct dimensions of self-efficacy (i.e., task self-efficacy and coping self-efficacy) were identified. Yet, the present study paid attention to the fact that ‘certainty of success,’ which was addressed in the original definition of self-efficacy presented by Albert Bandura (1977), has not been examined in prior research. To this end, the current study proposed a new construct, perceived likelihood of success (hereafter abbreviated as PLS), which indicates an individual's assessment on his or her chances of successfully achieving the outcome. Having PLS as a mediating variable in the process of health promotion messages influencing behavior intention, the present study seeks to illuminate the mechanism in detail. Two different types of messages, one with high source similarity and the other with low source similarity, were used to test the effects of source similarity on self-efficacy and behavior intention. PLS was found to fully mediate the relationship between source similarity in the message and behavior intention, but the mediating effect of PLS between coping self-efficacy and behavior intention as well as task self-efficacy and behavior intention turned out to be partial. The explanatory power of the model with and without PLS were compared, and the results showed that explanatory power increased when the model involves PLS, suggesting the validity of PLS as a mediating variable. The theoretical and applied implications were discussed, particularly in relation to adding perceived likelihood of success to persuasive campaigns as well as behavior change models. 자기효능감은 행위의도와 관련하여 가장 많이 연구된 변인이다. 본 연구는 기존 연구에서 다뤄진 자기효능감의 개념, 조작적 정의, 측정문항등을 검토하여 자기효능감이 행위의도에 미치는 과정을 보다 면밀하게 분석하였다. 특히,기존의 자기효능감 관련 연구에서 다뤄지지 않았으나 행위의도에 영향을 미치는 성공에 대한 확신 정도, 혹은 '지각된 성공에 대한 가능성'이라는 새로운 변인을 제시하였다. 이를 바탕으로, 메시지 정보원의 유사성이 행위의도에 영향을 미치는 과정을 ‘성공가능성’이라는 개념을 통해 자세하게 규명하였다. 실험결과, 성공가능성은 메시지 정보원의 유사성과 행위의도를 매개하는 것으로 나타났다. 과제효능감과 대처효능감이 행위의도에 미치는 과정 역시 성공가능성을 매개했으며, 이를 바탕으로 기존의 메시지, 자기효능감, 행위의도만을 바탕으로 한 모델보다, 성공가능성 변인을 포함하는 모델의 설명력이 더 높음을 검증하였다. 성공가능성과 관련된 이론적, 실질적 함의가 논의되었다.

어머니의 자아효능감과 자녀의 자아효능감의 관계

정선일 서남대학교 교육대학원 2006 국내석사

본 연구는 모의 자아 효능감과 자녀의 자아 효능감과의 관계와 자녀의 성별에 따라 모와 자녀와의 효능감간의 관계를 알아보기 위해 실시되었다. 연구의 대상은 중학교 학생들로 진주 시내의 전체 중학교 중 1개교를 선정하여 1학년 401명(남 187, 여 214)과 그 어머니를 대상으로 하였다. 자아 효능감을 측정하기 위하여 Sherer & Maddux(1982)의 ‘자아 효능감 척도’를 홍혜영(1995)이 번역한 설문지를 사용하였다. Sherer & Maddux의 자아 효능감 척도는 사회적 자아 효능감(Social self efficacy)과 일반적 자아 효능감(general self efficacy)의 두가지 하위 변인으로 구성되어 있다. 수집된 자료는 신뢰도 측정을 위해 Cronbach α 검증을 실시하였고, 그 결과 통계적으로 유의한 차이가 있는지 알아보기 위해 t검증을 실시하였으며, 각 변인간의 상관관계를 알아보기 위해 Pearson의 상관계수를 통해 분석하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 학부모의 자아 효능감 수준에 따라서 학생의 자아 효능감은 유의한 차이가 있었다. 즉 학생의 자아 효능감 전체에서는 학부모의 자아 효능감 수준이 높은 집단이 낮은 집단에 비하여 유의하게 높았고 하위변인인 일반적 자아 효능감은 (p〈.001)수준에서, 사회적 자아 효능감은(p〈.01) 수준에서 유의하게 부모의 자아 효능감이 높은 집단이 학생의 자아 효능감도 높은 것으로 나타났다. 둘째, 학생의 성별에 따른 자아 효능감과의 관계를 증명하기 위하여 남학생과 여학생으로 구분하여 t검증을 시행하였다. 학생의 성별에 따라서 학생의 자아 효능감은 유의한 차이가 없었다. 본 연구의 결과 부모의 자아 효능감이 높은 경우, 학생들은 자아 효능감 수준이 유의하게 높게 지각하고 있는 것으로 나타났으며, 성별에 따라 자아효능감의 차이는 없었다. This study was to find out the relationship between self-efficacy of mothers and their children and by students' sex. The subjects of this study were 401(boy 187, girl 214) middle school students and their mothers in JinJu in Gyeong Sang Nam Do. To mesure of self-efficacy, this study used 'the self-efficay scale test' by Sherer & Maddux but it was questions that was translated by Hong, hye young(1995). It is consist of social self efficacy and general self efficacy. The data which collected was analyzed by Cronbach α and t-test, the correlation coefficient of Pearson. This study result is following: First, there was significance that was difference of students' self-efficacy by mother's self-efficacy. That is, the whole self-efficacy level of students whose mother had higher self-efficacy level was higher than the other. Second, to prove the difference of self-efficacy by students' sex, this study used t test boys and girls. But there was not significance by students's sex. Summarizing the study, the case that mother's self-efficacy is high, her child percept their self-efficacy high, but they didn't precept by their sex.

Interaction between self-efficacy and situational interest on effort, engagement, and performance

하정은 Graduate School, Korea University 2018 국내석사

This study tested the interaction effect of self-efficacy and interest on effort, engagement, and performance for the purpose of finding effective learning and teaching strategy for low self-efficacy students and whether the effect of interest vary by students’ self-efficacy, as recent literature suggests. It was hypotehsized that effect of interest will increase for low self-efficacy learners compared to high self-efficacy learners. 2 (self-efficacy: high vs. low) x 2 (situational interest: high vs. low) between-subject factor research design was conducted with both self-efficacy and situational interest being manipulated. 128 Adults with age of 20 to 29 were recruited and 109 were included in analyses. Research task was a simple typing task. Dependent variables measured were performance, reengagement time, perceived effort, perceived engagement, task-irrelevant thoughts, willingness to reengage, and preference for challenge. Results were analyzed with the analysis of covariance (ANCOVA), controlling for prior self-efficacy, interest. Prior performance was also controlled when analyzing performance. Bonferroni post hoc test was conducted for the results with significant interaction effect. Interaction effect was significant for performance, task-irrelevant thoughts, and preference for challenge. Willingness to reengage also showed trend of interaction. As for preference for challenge, unique result of high self-efficacy-low interest condition showing highest preference for challenge was shown. Theoretical and practical implications will be discussed. Keywords: self-efficacy, interest, interaction effect, perceived effort, engagement, performance 본 연구는 낮은 자기효능감을 지닌 학생을 위해 효과적인 교수학습방법을 파악하고 최근 연구에서 나타나는 자기효능감과 흥미의 상황에 따라 다른 학습효과를 보다 구체적으로 이해하기 위해 자기효능감과 흥미의 상호작용이 학습자가 인지한 노력, 참여수준, 그리고 성취에 미치는 효과를 검증했다. 본 연구는 자기효능감이 낮은 학습자에게 흥미로운 상황이 주어진다면 학습효과가 높아질 것이라고 가정했다. 실험은 2(자기효능감: 높음 vs. 낮음) x 2(흥미: 높음 vs. 낮음) 연구디자인으로 설계되었으며, 자기효능감과 흥미가 모두 조작되었다. 만 20~29세의 성인 128명이 모집되었고 109명이 결과분석에 포함되었다. 연구과제는 간단한 타자활동이었다. 측정한 종속변인은 성취, 재참여시간, 지각한 노력, 지각한 참여, 과제와 관련없는 생각, 재참여의사, 도전선호도였다. 결과는 공분산분석(Analysis of Covariance)으로 분석되었으며, 분석과정에서 사전 자기효능감과 흥미가 통제되었다. 성취분석의 경우 사전성취도 통제되었다. 상호작용효과가 유의하게 나타난 변인에 대해서는 본페로니 사후분석(Bonferroni post hoc test)을 진행했다. 상호작용효과는 성취, 과제와 관련없는 생각, 도전선호도에 대해 유의하게 나타났으며, 재참여의사에서는 상호작용의 경향성이 나타났다. 도전선호도의 경우 특이하게 높은 자기효능감-낮은 흥미 조건에서 가장 높게 나타나는 결과를 보였다. 연구의 이론적•실제적 함의는 본문에 기재되었다. 키워드: 자기효능감, 흥미, 상호작용, 인지된 노력, 참여, 성취

A Study on the Correlations among Self-efficacy, Achievement Motivation and Job Burnout for College English Teachers

동소정 세한대학교 일반대학원 2020 국내박사

In today’s society, with the rapid development of the global economy, all kinds of professions are facing more and more fierce competition. With lots of work pressure, people gradually appear the symptoms of job burnout. As a high-paying industry, teachers have become one of the high incidence of job burnout. On the one hand, once the teacher has a job burnout symptom, the teacher’s physical and mental fatigue will seriously affect the teaching effect, leading to the decline of the teaching quality, and the ability to teach the students to be significantly reduced. The result is that the teaching method becomes mechanical, affecting the classroom atmosphere, the decline of work efficiency and so on. On the other hand, it will also affect the smooth development of education reform and the development of society. college English teacher as an important component of college teachers, they are not paid enough attention, and they are under more pressure and challenges for a long time, and their own profess of professional development is clearly behind the other professional teachers in colleges and universities, which makes it easy for college English teachers to have job burnout. In recent years, the professional development of college English teachers has become the core issue of foreign language teacher education (Guo &Wang, 2009). At the same time, the professional development of college English teachers is also getting more and more attention. Many scholars begin to pay attention to the job burnout of English teachers in colleges and universities. However, according to literature review, the research on job burnout started relatively late in China, and the research level of this field is still in the preliminary stage, and the research on college English teachers is even later. On one hand, most of the domestic research on English teachers in colleges only stays on the theoretical analysis and lacks certain empirical support. On the other hand, the two psychological mechanisms of teachers’ professional development within the framework of social cognition theory, teachers’ self-efficacy and achievement motivation, are also considered to be closely related to teachers’job burnout and important factors affecting the professional development of English teachers in colleges and universities. In addition, the current research mainly focuses on the relationship between two variables, and few studies put the above three variables together. Taking college English teachers as the research object, there are fewer studies on teachers’ self-efficacy, achievement motivation and job burnout. Therefore, the purpose of this paper is to explore the factors affecting the job burnout of college English teachers by exploring the relationship among the above three variables, so as to provide reasonable suggestions to enhance the professional growth of college English teachers. This paper will use SPSS24.0 and AMOS23.0 software as an data analysis software to effectively measure correlations among job burnout, self-efficacy and achievement motivation in college English teachers based on the theory of job burnout, self-efficacy and achievement motivation. In the end, this paper attempts to answer the following research questions: Firstly, how does the demographic variables’ influence on self-efficacy, achievement motivation and job burnout of college English teachers? Secondly, how is a correlation among self-efficacy achievement motivation and job burnout of college English teachers ? Thirdly, does self-efficacy have impact on job burnout of college English teachers. Does achievement motivation have impact on job burnout of college English teachers? Fourthly, how is a self-efficacy mediating effect between achievement motivation and job burnout of college English teachers? Through research and analysis, this study draws the following main conclusions: In the first place, it is demographic variable’s impact on job burnout, self-efficacy and achievement motivation of college English teachers. Variables of gender, age, education background, professional title, weekly average class hours, work branch, class size, and monthly salary income have significant effects on job burnout of college English teachers. Variables of age, education background, weekly average class hours, work branch, class size and monthly income have significant effects on college English teachers’self-efficacy. Variables of gender, education background, professional title, weekly average class hours and class size have a significant impact on the achievement motivation of college English teachers. Secondly, from the correlation analysis results, it can be seen that college English teachers’self-efficacy, achievement motivation and job burnout are closely related, among which the self-efficacy and job burnout are negatively correlated. There is a negative correlation between achievement motivation and job burnout. Self-efficacy is positively correlated with achievement motivation. Thirdly, from the results of regression analysis, self-efficacy can negatively influence on job burnout; achievement motivation can negatively influence on job burnout. Moreover, self-efficacy and achievement motivation together can increase the degree of influence on job burnout. Fourthly, it can be seen from the mediating analysis that college English teachers’self-efficacy plays a part in mediating between achievement motivation and job burnout. Finally, according to the above analysis results, some effective strategies for reducing or avoiding burnout are proposed by improving the self-efficacy and achievement motivation of college English teachers. The research findings of this study, had certain implications for the teachers’ policy makers, the relevant education management department, the school management, the English teachers of the university and the researchers in the same field. And this paper clearly confirms the correlation between the main demographic variables of college English teachers and their self-efficacy, achievement motivation and job burnout. Furthermore, the mediating effect of teachers’self-efficacy on achievement motivation and job burnout is discussed. Due to the limitations of existing research conditions, there are still some limitations in the research design, sampling and questionnaire revision. In the future research, researchers can further optimize the research design and sampling, standardize the questionnaire preparation, investigate the factors affecting the job burnout of college English teachers from the perspective of longitudinal research, and explore other factors restraining the emergence of job burnout in an all-round way.

The Relationship between Self-efficacy, Self-regulation, Social Support and English Achievement for Koeran High School Students

김도영 경상대학교 교육대학원 2019 국내석사

언어 학습은 인지적, 문화적, 정의적 요인 외에도 수없이 많은 요인의 영향을 받는다. 본 논문은 다양한 요인 중 자기 효능감, 자기 규제, 사회적 관계가 영어를 외국어로 학습하는 학생들에게 미치는 영향에 관하여 연구하였다. 이를 위해 본 논문은 세 개의 가설에 기반을 두고 진행되었으며 그 중 첫 번째 가설은 ‘사회적 지지는 학생들의 자기 효능감을 향상시키는데 도움이 될 것이다’이고, 두 번째 가설은 ‘높은 자기 효능감을 가진 학생들은 낮은 자기 효능감을 가진 학생들보다 더 많은 자기 규제를 사용할 것이다’이며, 마지막으로 세 번째 가설은 ‘자기 효능감과 자기 규제는 학생들의 영어 학습 성취도에 영향을 줄 것이다’이다. 이 세 가설을 검증하기 위해, 연구자는 설문 조사와 인터뷰를 통해 데이터를 수집하였다. 설문 조사는 사회적 지지의 정도를 측정하기 위한 17개의 항목과 자기 효능감과 자기 규제를 측정하기 위한 17개의 항목으로 이루어진 설문지를 사용하였으며 인터뷰는 설문조사 이후에 좀 더 심도 있는 분석을 위해 설문에 참가한 학생들 중 수능 모의고사 성적에 따라 층화표본 추출하여 실시하였다. 데이터 분석 결과, 사회적 지지와 자기 효능감은 서로 유의미한 상관관계가 있는 것으로 나타났으며 이는 사회적 지지와 자기 효능감은 서로 밀접한 상관관계가 있을 것이라는 첫 번째 가설을 지지한다. 하지만 여기에서 주목해야 할 점은 사회적 지지를 제공하는 원천인 또래, 부모, 그리고 교사의 지지와 자기 효능감과의 관계를 각각 살펴보았을 때 교사와 또래의 지지는 유의미한 상관관계가 있는 것으로 나타났으나 부모의 지지는 유의미하지 않은 것으로 나타났다. 본 연구의 두 번째 가설인 자기 효능감이 높은 학습자가 더 많은 자기 규제를 쓸 것이라는 가설 또한 자기 효능감과 자기 규제 간의 유의미한 상관관계를 통해 입증 되었다. 그리고 마지막 가설인 자기 효능감과 자기 규제가 학생의 영어 학습 성취도에 미치는 영향을 가정하는 세 번째 가설 또한 상관관계와 회귀 분석을 통해 입증되었다. 결과에 근거하여 연구자는 교사와 부모는 학생에게 긍정적인 정서적 지지와 격려를 주기 위해 노력해야 하고, 학생들이 친구들과 좋은 관계를 형성하고 유지하도록 도와야 한다고 제안한다. 덧붙여, 학생들이 학교에서 영어를 학습할 때, 자기 규제 전략을 가르치고 자기 효능감을 향상시키는 프로그램을 개발할 필요성이 요구된다. There are many factors that affect the success of learning a language. Of countless factors, this study tried to explore the influence of three factors: self-efficacy, self-regulation and social support on learning English as a foreign language. To investigate the relationship between these three factors, this thesis established three hypotheses. The first hypothesis is that the social support would be helpful to improve students’ self-efficacy. The second hypothesis is that students with high self-efficacy would use more self-regulation than those with low self-efficacy. And the third hypothesis is that self-efficacy and self-regulation would have an impact on students’ English learning achievement. To validate these hypotheses data was collected by surveying high school seniors in Korea. The survey questions include 17 items measuring the degree of social support adopted from McInerney et al. (2005) and another 17 items measuring the self-efficacy and self-regulation which were adapted from the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). Additional interviews were conducted for a deeper and more accurate analysisof the topic. An analysis of the data supports the first hypothesis by showing that social support and self-efficacy are closely correlated. However, one thing to note is that if the result is examined respective to the sources of the social support, which are peers, parents and teachers, the relationship between parental support and self-efficacy turns out to be not very significant. The second hypothesis of the study is also supported by the result that shows a significant relationship between self-efficacy and self-regulation. And the third hypothesis, which assumed an influence between self-efficacy and self-regulation on students’ language learning achievement was approved. Based on the results, this study suggests that teachers and parents should make efforts to give students positive affective feedback and encourage and help students to build up and maintain good relationships with their friends. In addition, teaching self-regulation strategies and developing programs for improving self-efficacy are recommended when students are learning English in school.

SELF-EFFICACY AS MEDIATOR OUTCOME, QUALITY OF LIFE, AND MOTIVATION TO CHANGE IN THE RELAPSE MEASUREMENT OF TREATMENT REHABILITATION FACILITIES IN THE PHILIPPINES

VALENCIA MEI LIN THE GRADUATE SCHOOL OF SAHMYOOK UNIVERSITY 2023 국내박사

Self-efficacy is the “willpower” that one can perform the behaviors required to accomplish the intended result. The current study examined the validity of Self-efficacy as a mediator of the outcome, Quality of life, and Motivation to change in the Relapse Measurement which was divided into two parts: quantitative and qualitative. The quantitative results reveal that the VAR multivariate time series predicts relapse (TRQ1, TRQ2, and IRQ), impacting self-efficacy to increase daily in treatment rehabilitation facilities to prevent relapse. As a result, boosting self-efficacy daily will improve the quality of life and progress the motivation to change. The odds ratio for desiring to wait less than a day before using again, self-efficacy increases OR = 1.483, 95% CI = 0.778 - 2.825, quality of life, and motivation to change all increase. Self-efficacy increases in long-delayed relapses, in which individuals think about using drugs for more than an hour before doing so, OR = 0.650, 95% CI = 0.240 - 1.755, p-value = 0.0001. The findings are consistent throughout the two portions of the study. The quantitative study findings were to measure self-efficacy from relapse measurement (sudden, short delay, and long delay), identifying urges and cravings from the drug abstinence self-efficacy scale, and duration in the treatment program enrollment of 6 to 12 months among non-mandatory (voluntary surrenderees), mandatory (crime related to drugs), and outpatient/aftercare. Furthermore, the qualitative thematic analysis corresponds to the quantitative study. From the in-depth semi-structured interview, the participants' “willpower” to overcome the urges and cravings, willingness to change, ability to respond to the working towards drug abstinence self-efficacy, and readiness to change as their immediate priorities. Strengthening the motivational change by introducing extra programs such as recreational activities, sports, and skilled employees that will prepare them to leave or “readiness” after the rehabilitation treatment center. An "Aftercare Reformation Program" must be designed to assist those released from TRCs by directing them with proper care and monitoring to prevent drug and alcohol relapse. TRCs contribute to increasing the self-efficacy of each individual who is enrolled, whether they are non-mandatory (voluntary surrenderees), required (drug-related crime), or outpatient/aftercare. However, from the completion of the treatment course up to the 18-month obligatory aftercare and follow-up period. The minority of SUDs are inconsistent in continuing their drug abstinence self-efficacy and alcohol abstinence for prolonged durations of abstinence, resulting in the cycle of Release - Relapse - Re-entry.

브라우징 자기효능감이 구매의도에 미치는 영향

권남경 홍익대학교 대학원 2004 국내석사

현재 인터넷은 전 세계적인 연결성과 탄력적인 정보공유, 가상공간에서의 시간적·공간적 제약이 없으며 지식과 정보 교환의 장을 형성하며 성장 발전하고 있다. Web(World Wide Web)의 출현과 함께 전자상거래가 급속히 확산되고 있어 기업의 마케팅 수단으로 또한 기업과 고객, 기업과 기업간의 커뮤니케이션 방식을 비롯한 기업경영전반에 절대적인 영향을 미치고 있다. 현재 인터넷상에서 소비자 들은 인포미디어리(informediary)와 같은 비교정보 검색 사이트를 이용하여 오프라인 제품정보 비교 뿐만 아니라 온라인상에서의 비교정보도 빠르고 정확하게 제공하고 있다. 이러한 정보 제공 방법을 통해 소비자들이 인터넷 쇼핑몰을 통한 구매에 대한 위험 요인들을 제거하려고 노력하고 있지만 이를 받아들이는 소비자들이 이러한 정보를 효율적으로 이용하기 위해서는 인터넷 사용능력과 인터넷 쇼핑에 대한 지식이 필요하다. 여전히 소비자들은 인터넷 쇼핑몰을 이용한 구매에 대한 위험을 지각하고 있으며, 기존 연구 결과에서도 전자상거래를 이용하는 소비자들은 이용하지 않는 소비자들 보다 지식수준이 높다고 연구되고 있다. 이러한 맥락에서 효율적인 정보 탐색을 위해 요구되는 능력에 따라 인터넷 구매에 대한 재정적, 심리적 불확실성과 구매위험을 지각하는 정도가 달라질 것이며 인터넷 쇼핑에 대한 태도나 구매 의도가 달라질 것이라 생각할 수 있다. 따라서 본 연구에서는 이러한 소비자가 인터넷 상에서의 구매를 하는 상황에서 제품이나 서비스에 관련된 정보를 잘 찾을 수 있는지를 개인의 심리적인 문제로 접근해보고자 하며 브라우징 자기효능감이라는 새로운 연구단위를 제안한다. 자기효능감은 행동수행에 필요한 능력(capability)에 대한 개인의 신념과 관련되며, 브라우징이란 구매의도 없이 오락과 정보를 얻기 위해서 상점의 제품을 조사하는 행위이며(Bloch and Richard 1983), 제품구매를 위한 지속적 탐색활동이다(Bloch, Ridgway, and Sherrell 1989). 이러한 이론적 기반을 근거로 브라우징 자기효능감이라는 연구단위를 제시하였고, 따라서 브라우징 자기효능감은 인터넷 상에서 제품 정보탐색 활동을 잘 수행할 수 있다는 자신의 능력에 대한 신념이다. 본 연구에서는 소비자의 브라우징 자기효능감이 높을수록 정보탐색을 잘 할 수 있다고 생각할 것이며, 자신이 잘 수행할 수 있다는 신념을 가질수록 인터넷 쇼핑시 위험의 지각이나 흥미유발 정도가 달라질 것이라 제안한다. 따라서 본 연구에서는 이러한 브라우징 자기효능감이라는 연구단위가 지각된 위험, flow, 태도, 구매의도에 미치는 영향을 보기위해 기존 문헌을 토대로 연구모형과 가설을 설정하였으며, 설정된 모형 내의 연구단위들간의 인과관계 조사를 위해 구조방정식 모형을 설정하였다. 사전조사를 통해 특정 웹사이트(쇼핑몰) 를 선정하여 191명의 대학생을 대상으로 설문조사를 실시하였고, 수집된 자료를 분석하기 위해 SPSS 12.0과 AMOS 4.0을 이용하였다. 본 연구결과는 다음과 같이 요약된다. 첫째, 브라우징 자기효능감이 높을수록 flow를 더 경험할 것이라는 가설 1과 브라우징 자기효능감이 높을수록 지각된 위험은 낮아질 것이라는 가설 2는 모두 지지되었다. 둘째, flow를 더 경험할수록 웹사이트 태도는 호의적일 것이라는 가설 3과 지각된 위험이 낮을수록 웹사이트 태도는 호의적일 것이라는 가설 4는 지지되었다. 또한 웹사이트 태도가 호의적일수록 구매의도는 높아질 것이라는 가설 5도 지지되었다. flow와 지각된 위험이 구매의도에 미치는 영향에서 flow와 구매의도에 직접적인 경로를 연결한 대안모형과 지각된 위험과 구매의도의 직접경로를 설정한 대안모형을 제시하여 분석한 결과 직접적인 경로를 제시한 모형보다 연구자의 모형이 더 우수한 모형으로 나타났다. 셋째, 지각된 위험이 낮을수록 flow를 더 경험할 것이라는 가설 6은 지지되었다. 이와 같은 가설검정 결과를 토대로 결론부분에는 본 연구의 이론적·실무적 공헌점과 한계점, 그리고 미래연구를 위한 제언을 제시하였다. Recently consumers can use web-sites(e.g., informediary) that provide compared information about products or services through the internet. These sites offer enormous compared information of offline product information as well as online product information quickly and correctly. Though the internet shopping malls offer lots of information of product, consumer can not use these information efficiently: To use these information efficiently consumers should have capability of internet using and prior knowledge of internet shopping. Consumers still perceive that purchasing products via the internet is risky. Prior studies have shown that consumers who use e-commerce have a higher level of knowledge than those who do not use e-commerce. On this view point, I suggested that if consumer have good searching skills (capability), they perceive less uncertainty or risk of purchase when consumer purchase product on internet shopping mall. And I proposed that consumer's attitude or purchase intention on internet shopping mall(specific web-site) depends on consumer's skills or capability. In this study I suggested the browsing self-efficacy construct for explaining consumer's searching information capability. And I defined that 'browsing self-efficacy is individual's belief of capability that they can perform information searching activities'. Accordingly I proposed that consumers who have a high browsing self-efficacy feel confident they can search much information which they want to find. And I suggested if consumer have a high browsing self-efficacy, they will perceive risk less and will experience flow when they use internet shopping mall also. To examine that effect of browsing self-efficacy on flow, perceived risk, attitude, and purchase intention, I suggested research model and hypotheses from the basis of prior studies. For testing the hypotheses, goodness-of-fit of structural equation model of research model, alternative model was compared. I made use of SPSS 12.0 and AMOS 4.0 for this study. All of hypotheses were supported and the findings can be summarized as follows. First, browsing self-efficacy had a positive effect on flow and had a negative effect on perceived risk. Second, flow had a positive effect on attitude and perceived risk had a negative effect on attitude. Attitude had a positive effect on purchase intention also. Additionally I made a alternative model to confirm the role of attitude as mediator. In view of the result of analysis, between flow and purchase intention are mediated by and between perceived risk and purchase intention are mediated by attitude also. Finally perceived risk had a negative effect on flow. In conclusion of this study I summarized result of this study and presented the difference between this study and prior studies, and discussed the limitation and further study.

중국 고등학교 영어 학습자들의 자기효능감 및 자기조절 학습전략과 영어 쓰기 유창성과의 관계

진소려 전북대학교 일반대학원 2023 국내박사

The two constructs of self-efficacy and self-regulated learning (SRL) have been extensively discussed from the social cognitive perspective as researchers investigated the individual differences of learning process. However, researchers rarely addressed the interplay between writing self-efficacy, writing SRL, and writing proficiency within the context of English as a Foreign Language (EFL). This study aimed to investigate the relationship between writing self-efficacy, writing SRL strategies, and writing proficiency of Chinese high school EFL students. A total of 223 participants completed a 52-itemquestionnaire on writing self-efficacy, writing SRL strategies, and writing proficiency. The items surveyed the respondents' ideation, organization, grammar and spelling, uses of English writing, and management of writing distractions, seeking assistance strategies, persistence strategies, review of records strategies, seeking opportunity strategies, self-monitoring strategies, self-consequences strategies, self-evaluation strategies, organization and transformation strategies, goal setting and planning strategies. Two instruments were used to measure subjects’ writing self-efficacy and writing SRL strategies. The subjects also wrote essays, which were scored by 2 raters. The data were examined using descriptive and inferential statistics. Specifically, confirmatory factor analysis was conducted using AMOS 24.0 program to verify the construct validity of writing self-efficacy and that of writing SRL strategies. The results showed that the writing efficacy model with five sub-dimensions had a good model fit. In addition, the writing SRL strategies with nine sub-dimensions had a good model fit. The t-test for gender showed that female students, compared to male students, were slightly higher in the sub-dimensions of writing self-efficacy and writing SRL strategies. Based on the findings of the present study, some pedagogical implications were suggested regarding the need for enhancing students' creative ideation ability and encouraging uses of English and the necessity for teachers’ setting appropriate goals for teaching English writing.

가정폭력 피해여성의 자기효능감에 영향을 미치는 요인에 관한 연구 : -가정폭력피해자보호시설의 입소자 중심으로

송지현 숭실대학교 사회복지대학원 2010 국내석사