평준화와 수준별이동수업 교육정책이 영어자아효능감에 미치는 영향

The effect of the equalization and the differentiated English curriculum on English self-efficacy: Latent growth model analysis

This study investigated the effect of two educational policies, the equalization and the differentiated English curriculum on English self-efficacy of the middle school students with their 4-year-longitudinal data of the Korean Educational Longitudinal Survey (KELS). Students were measured 4 times when they were the first year of the middle school, then again the second year, the third year, and the first year of the high school. To control the influence of the region, the data from the small and medium sized cities were analyzed in this research. Also, the upper and lower 10% of the family environment were excluded in the analysis. 2537 students were divided into 4 groups by two policies: the first group carried out by both of two policies, the second and third group by at least one of two policies, and the fourth group by none of two policies. Latent growth curve model was used to understand the process of change for English self-efficacy of each group, and to test which shape of the growth curve was most appropriate for the data. The results showed that the intercept of the English self-efficacy was significantly influenced by two policies, but not its slope. Therefore, it was asserted that the group done both by the equalization and by the differentiated English curriculum was higher in the initial level of the English self-efficacy than any other groups. However, it was believed that two predictors of educational policy did not statistically influence the slope.