고등학생 영어 성취도에 영향을 미치는 정의적 영역 관련 변인 간 구조 관계 분석

• 영문명: The structural analysis of affective domain variables influencing English academic achievement in high school students: Focusing on intrinsic motivation, self-efficacy, and self-management
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 이가영(Gayoung Lee)
• 간행물 정보: 『영어교육연구』제36권 1호, 101~122쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.03.30

영문 초록

This study investigates how intrinsic motivation, self-efficacy, and self-management skills influence English achievement among Korean high school students. In the context of competence-based curriculum, self-management skills become a key skill for future societal and educational needs. The research employs data from the Korean Education Longitudinal Study (KELS) 2013, involving 4,531 students, and uses a structural equation model. The findings indicate a positive correlation among the three affective domains. However, self-management skills do not directly influence English achievement but have an indirect effect through intrinsic motivation and self-efficacy, which are directly linked to English achievement. This highlights the essential role of self-management skills in shaping attitudes and abilities in language learning, suggesting the development of those skills should be a focus in high school English education. The study suggests an interconnection among affective variables that foster self-management skills among high school students. It indicates that enhancing self-management skills can indirectly help improve English achievement, and further pedagogical implications are discussed.

목차

Ⅰ. 서 론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

참고문헌

키워드

자기관리역량 내재적 동기 자기효능감 영어성취도 구조방정식 self-management intrinsic motivation self-efficacy English academic achievement structural equation model