The purpose of this study is to investigate the correlation between self-efficacy and English academic achievement of 3rd year middle school students. For this purpose, 190 male and female middle school students in two middle schools located in Jeong-eup were surveyed on their general self-efficacy and English self-efficacy beliefs. The participants' English academic achievement scores were also collected with the assistance of the participating schools. The results of the study are as follows:
First, it was found that there is a positive correlation between middle school students' general self-efficacy and English academic achievement.
Second, there is a positive correlation between middle school students' English self-efficacy and English academic achievement.
Third, a positive correlation exists for general self-efficacy and English self-efficacy. In particular, self-regulatory efficacy of general self-efficacy has positive correlations with the three sub-factors of a preference for task-difficulty of English self-efficacy, self-confidence of English self-efficacy, and a preference for task-difficulty of general self-efficacy, listed according to the strength of their positive correlation.
Fourth, the results of the t-test for general self-efficacy, English self-efficacy, and English academic achievement of the two participating schools show that there is a difference between a preference of task-difficulty and self-confidence in general self-efficacy, and there is also a difference between self-regulatory efficacy and self-confidence in English self-efficacy.
Based on these results, it can be summarized that self-efficacy and English self-efficacy have correlations with English academic achievement, and that their sub-factors have differences which describe their meaningfulness. These results display the importance of self-efficacy as a strong indicator for academic achievement, and also show that a positive change in English self-efficacy could improve students' English academic achievement.