Analysis of Sub-components and Correlations of Academic Self-Efficacy among Korean Language Learners

This study aims to explore how Korean language learners experienceacademic self-efficacy and to provide foundational data for developing efficienteducational programs. Participants were high-achieving Korean language learners,and gender differences aligned with previous studies, with male learners showinga stronger preference for challenging tasks. Exploratory factor analysis identifiedfive sub-components of academic self-efficacy: ‘Preference for ChallengingTasks,’ ‘Academic Communication Confidence,’ ‘Effective Learning ManagementConfidence,’ ‘Test Coping Confidence,’ and ‘Preference for In-Depth Inquiry.’This division highlights that learners value difficult tasks and in-depth knowledgeand consider communication and test-taking abilities as significant elements ofself-efficacy. Among the sub-components, ‘Preference for In-Depth Inquiry’ wasthe highest, followed by ‘Effective Learning Management Confidence,’ ‘AcademicCommunication Confidence,’ ‘Preference for Challenging Tasks,’ and ‘Test CopingConfidence.’ The strong correlation between ‘Test Coping Confidence’ and overallacademic self-efficacy suggests the importance of confidence in dealing with tests. In conclusion, high-achieving learners integrate existing knowledge well and areconfident in exploring and evaluating new information. However, they strugglewith concentration in less interesting subjects and experience anxiety aboutmistakes and social evaluations. To enhance academic self-efficacy, educationalstrategies should include activities connecting new and existing knowledge,engaging teaching methods, and strategies for test preparation to reduce anxiety. This study provides insights into the academic self-efficacy of Korean languagelearners, offering practical recommendations for improving self-efficacy and academic achievement.