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The purpose of this study is to examine the interface between self-efficacy, life satisfaction, and emotional and informational support for Korean learners acquiring English as a Second Language. More specifically, the aim of this study is to explore the interface among psychological variables (e.g., speaking, reading, writing, and listening self-efficacy), mediating variables (e.g., emotional and informational support received from parents, teachers, and friends) and behavioral outcomes (e.g., life satisfaction within the family, at school/work, and in personal relationships with friends) by examining the linear structural model developed by Kim and Park (1998) and revised by Choe (2000). Self-efficacy is typically defined as a judgment of one’s ability to organize and execute a particular type of performance (cf.e.g. Bandura, 1986, 1997). Thus, self-efficacy is exercising control over one’s life (Bandura, 1986, 1997).


First and Second Language Acquisition | Psychology