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Associations Between Perceived Self-Efficacy, Perceived Value, and Academic Achievement: Exploring a Gender Difference Within English-Medium Instruction

  • Modern English Education
  • Abbr : MEESO
  • 2019, 20(3), pp.46-56
  • DOI : 10.18095/meeso.2019.20.3.46
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : December 15, 2018
  • Accepted : August 14, 2019
  • Published : August 31, 2019

Jiyoon Lee 1 Hye Won Shin 2

1University of Maryland
2Impact Research Lab

Accredited

ABSTRACT

The purpose of the present study was to investigate the relationship between two subconstructs of motivation, perceived self-efficacy and perceived value and students’ academic achievement in an EMI context with special attention to students’ gender differences. While English-Medium Instruction (EMI) has been the subject of much interest, little is known about whether motivational subconstructs, students’ perceived self-efficacy and perceived value, have any connection to students’ academic achievement in an EMI environment. To investigate this issue, we looked closely at the effects of perceived self-efficacy and perceived value on 65 second- and third-year business school students’ academic achievement in EMI courses and also looked specifically at the relation between students’ gender and their perceived self-efficacy and perceived value. Controlling for individual and group-level characteristics, an OLS regression analysis showed that students’ perceived self-efficacy had a significant impact on their academic achievement. A further analysis found significantly higher perceived self-efficacy among the female students than among the male students. These findings provide tentative support for the claim that perceived self-efficacy can help to explain certain differences in academic achievement, with regard to gender.

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