Attribution and self-efficacy and their interrelationship in the Korean EFL context

Peggy Pei Hsuan Hsieh, Hyun Sook Kang

Research output: Contribution to journalArticlepeer-review


This study examined the interrelationships between learners' attributions and self-efficacy and their achievements in learning English as a foreign language. Participants were 192 ninth-grade English learners in Korea who were asked to provide attribution and self-efficacy ratings upon receiving test grades. Results indicated that learners with different levels of self-efficacy ratings endorsed attributions differently for successful and unsuccessful outcomes. Learners with higher levels of self-efficacy attributed their test results to more internal and personal control factors than those who reported lower self-efficacy levels. For learners who were unsuccessful, those with higher self-efficacy made stronger personal control attributions than learners with lower self-efficacy.

Original languageEnglish (US)
Pages (from-to)606-627
Number of pages22
JournalLanguage Learning
Issue number3
StatePublished - Sep 2010
Externally publishedYes


  • Achievement
  • Attribution
  • Learning English as a foreign language
  • Motivation
  • Self-efficacy

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


Dive into the research topics of 'Attribution and self-efficacy and their interrelationship in the Korean EFL context'. Together they form a unique fingerprint.

Cite this