중·고등학생의 학업적 자기효능감, 과제가치, 성취목표와 학업노력 및 인지전략이 영어 학업성취에 미치는 영향 = The Relationship of Academic Self-efficacy, Task value, Achievement goal, Academic efforts and Cognitive strategies to English academic achievement between Middle and High school Students in Korea

다국어 초록 (Multilingual Abstract)

The present study examined the relationships of the academic self-efficacy and task values of English, achievement goal, academic efforts, cognitive strategies and English academic achievement among Korean middle and high school students. The study proposed a testing model based on the previous researches and examined the contribution of each variable on English academic achievement between middle and high school students. In testing of the structural model invariance across the groups, almost no significant difference was found in the comparison of the base-line model with cross-group equality constrained models. Academic self-efficacy of English and cognitive strategies appeared to influence on English academic achievement in both groups; no significant effect of task value, achievement goal and academic efforts on English academic achievement was found in both groups. The present study implied the importance of student’s academic self-efficacy to improve academic achievement. Also, the result implied the necessity of implement of cognitive strategies in order to improve the students' academic performance.

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