CAJ | 학술논문

通过对113名英语专业学生的问卷调查，运用相关和路径分析，探讨了自我效能、学习策略、自主学习能力和英语学业成就之间的关系。研究发现：1）自我效能与学习策略和自主学习能力有显著的正相关关系，与英语学业成就没有相关关系；自主学习能力与自我效能、学习策略以及学业成就均有显著的正相关关系；学习策略（除记忆策略之外）与学业成就之间没有相关关系。2）自主学习能力与学业成就的回归效应显著，学习策略中只有弥补策略对学业成就的预测性较高；学习策略（情感、认知和弥补策略）和自我效能对自主学习能力、学习策略（认知、情感和弥补策略）对自我效能有显著的回归效应。调查结果为自我效能培养提供了参考依据。
통과대113명영어전업학생적문권조사，운용상관화로경분석，탐토료자아효능、학습책략、자주학습능력화영어학업성취지간적관계。연구발현：1）자아효능여학습책략화자주학습능력유현저적정상관관계，여영어학업성취몰유상관관계；자주학습능력여자아효능、학습책략이급학업성취균유현저적정상관관계；학습책략（제기억책략지외）여학업성취지간몰유상관관계。2）자주학습능력여학업성취적회귀효응현저，학습책략중지유미보책략대학업성취적예측성교고；학습책략（정감、인지화미보책략）화자아효능대자주학습능력、학습책략（인지、정감화미보책략）대자아효능유현저적회귀효응。조사결과위자아효능배양제공료삼고의거。
The present study, based on the questionnaires administered to 113 English majors and by adopting correlation and path analysis, explores the relationship among self-efficacy, learning strategies, self-regulated learning and academic achievement. The results show that： 1 ） self-efficacy is positively correlated with learning strategies and self-regulated learning, but no significant correlation is found between self-efficacy and academic achievement; self-regulated learning is positively correlated with self-efficacy, learning strategies and academic achievement; there is no significant correlation between learning strategies （except compensatory strategies） and academic achievement; 2） There is a significant regression effect of self-regulated learning and compensatory strategies on academic achievement; learning strategies （ affective, cognitive and compensatory strategies） and self-efficacy directly influence self-regulated learning; learning strategies, such as cognitive, affective, and compensatory strategies, directly influence self-efficacy. The findings provide a basis for the future cultivation of students＇ self-efficacy in the language classroom.