가정환경 요인이 중·고등학교 영어 학습자의 영어자아효능감과 성취도에 미치는 효과
The effect of the variables of the family environment on the English self-efficacy and the language learner’s achievement in the secondary school
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The purpose of this research was to explore how the elements in the family environment influenced the English language learners’ self-efficacy and English class understanding in the middle and high school. The data of this research done by longitudinal analysis had been collected for 4 consecutive years. The method of the analysis was latent growth analysis. The chosen predicted variables were family type, parental support for education, the parental burden of educational fee, the degree of control in the family, parental expectation of the highest level of schooling, and parental expectation that parents wanted children to achieve parent’s values. Family type, however, could not be included finally after the analysis of the data because the data of this variable was not normal curve. The parental burden of educational fee represented the status of parent’s economy situation, and it did not influence the factor of not only English self-efficacy but also learner’s understanding in class. The variable of parental support affected the English self-efficacy and learner’s understanding. English self-efficacy mediated parental-support and achievement with indirect effect. The degree of parental control had negative impact on the student’s understanding in the class, but this variable did not influence the factor of English self-efficacy. Both of parental expectations influenced the factor of the English self-efficacy, but they did not affect the degree of learner’s English understanding in the class. The learner’s class understanding was strongly related and influenced by the factor of the English self-efficacy. There was some difference between female and male’s group in the path of the hypothesized model for the predicted variables and the estimated factors.
Abstract
The purpose of this research was to explore how the elements in the family environment influenced the English language learners’ self-efficacy and English class understanding in the middle and high school. The data of this research done by longitudinal analysis had been collected for 4 consecutive years. The method of the analysis was latent growth analysis. The chosen predicted variables were family type, parental support for education, the parental burden of educational fee, the degree of control in the family, parental expectation of the highest level of schooling, and parental expectation that parents wanted children to achieve parent’s values. Family type, however, could not be included finally after the analysis of the data because the data of this variable was not normal curve. The parental burden of educational fee represented the status of parent’s economy situation, and it did not influence the factor of not only English self-efficacy but also learner’s understanding in class. The variable of parental support affected the English self-efficacy and learner’s understanding. English self-efficacy mediated parental-support and achievement with indirect effect. The degree of parental control had negative impact on the student’s understanding in the class, but this variable did not influence the factor of English self-efficacy. Both of parental expectations influenced the factor of the English self-efficacy, but they did not affect the degree of learner’s English understanding in the class. The learner’s class understanding was strongly related and influenced by the factor of the English self-efficacy. There was some difference between female and male’s group in the path of the hypothesized model for the predicted variables and the estimated factors.
참고문헌 (38)
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