Table 1 Correlations between independent variables and dependent variables
From: How language proficiency contributes to Chinese students’ academic success in Korean universities
Undergraduate | Graduate | |||
|---|---|---|---|---|
(n = 102) | (n = 51) | |||
First semester GPA | First semester credit hours | First semester GPA | First semester credit hours | |
First semester GPA | -.25* | -.28* | ||
Gender | .32** | -.18 | .21 | -.00 |
Age | -.17 | .22* | .04 | -.10 |
High school GPA | .23* | -.03 | --- | --- |
Undergraduate GPA | --- | --- | .39** | -.00 |
Length of previous Korean study | -.03 | .17 | .29* | .26 |
Length of previous English study | .25* | .10 | .29* | -.07 |
TOPIK Vocabulary & Grammar | .20* | -.16 | .41** | -.13 |
TOPIK Writing | .27** | -.14 | .40** | .01 |
TOPIK Listening | .28** | -.05 | .07 | -.30* |
TOPIK Reading | .21* | -.14 | .25 | -.39** |
TOPIK Total | .29** | -.13 | .40** | -.29* |
Self-perceived Korean proficiency | .36** | .04 | .10 | -.21 |
Self-perceived English proficiency | .21* | .06 | .14 | -.16 |
Academic self-efficacy | .26** | -.03 | .07 | -.02 |