Attribution and Self‐Efficacy and Their Interrelationship in the Korean EFL Context

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Self-Efficacy in Second/Foreign Language Learning Contexts. (2012, background): “…instruction and completed questionnaires Survey A significant relationship was found between the use of reading strategies and self-efficacy beliefs Hsieh & Kang (2010) 192 ninth-grade English learners (South Korea) Learners answered attribution and self-efficacy ratings upon receiving test…”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “In foreign language learning, self-efficacy positively predicts foreign language performance (Hsieh & Kang, 2010; Hsieh & Schallert, 2008; Magogwe & Oliver, 2007; Mills, Pajares, & Herron, 2007) or detailed specific foreign language skills (Mills, Pajares, & Herron, 2006; Woodrow, 2011).”
The motivational dimension of language teaching (2017, background): “Self-efficacy has also been shown to predict L2 achievement in school (Hsieh & Kang 2010) and university settings (Mills, Pajares & Herron 2007).”
ACADEMIC BUOYANCY (2018, background): “It has been shown that a high sense of efficacy is positively associated with L2 achievement (Hsieh & Kang, 2010), with specific language skills such as writing, reading, and listening (Graham, 2011; Mills, Pajares, & Herron, 2006, 2007), and with L2-related task performance (Hsieh, 2008).”