Abstract
This study examined the longitudinal relation between academic self-efficacy and English achievement with the focus on the differences between innovative schools and regular schools. Its analyses were based on the data of the Gyeonggi Education Panel Study collected from 2,709 students over the course of six years. The investigations of this study produced two major findings and implications. First, the students’ academic self-efficacy was found to exert a positive longitudinal influence on their English achievement. Such influence was especially strong among elementary school students in lower grades as well as those who attended innovative schools during the six-year research period. Second, although the students’ socioeconomic status did not change the overall relationship between their self-efficacy and English achievement, it was found to weaken the relations to a certain extent for the students in both innovative and regular schools. In conclusion, the positive impact of self-efficacy on English achievement was observed to be considerably greater for students in innovative schools than for those in regular schools. which highlights the efficacy of innovative schools’ English curriculums.
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