국가수준 영어 학업성취도에 미치는 요인 분석: 1중ㆍ고등학교 비교 연구
A comparative study of the factors affecting English achievement for Korean middle and high school students
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초록
The present study was designed to provide empirical answers to the following research questions: 1) What are the predictors that explain significant proportions of the variance in English achievement for middle school students? 2) What is the structural relationship between the factors identified in research question 1? 3) What are the predictors that explain significant proportions of the variance in English achievement for high school students? 4) What is the structural relationship between the factors identified in research question 3?, and 5) Are there any structural differences in the structural model of English achievement across middle and high school students? Results of multiple regression analyses indicate that variables, such as Parents’ Educational Status, Competition,Avoidance, Intrinsic Motivation, Meaningful Learning, Self-confidence, Enjoyment,Pragmatic Orientation, and Materials, explained a significant proportion of variance in English achievement both for middle and high school students. However, results of structural equation modeling (SEM) analyses showed that out of the eight latent variables entered in the SEM analyses only four latent variables made a significant direct effect on the English achievement across middle and high school students. These results were further discussed in terms of pedagogical implications.
Abstract
The present study was designed to provide empirical answers to the following research questions: 1) What are the predictors that explain significant proportions of the variance in English achievement for middle school students? 2) What is the structural relationship between the factors identified in research question 1? 3) What are the predictors that explain significant proportions of the variance in English achievement for high school students? 4) What is the structural relationship between the factors identified in research question 3?, and 5) Are there any structural differences in the structural model of English achievement across middle and high school students? Results of multiple regression analyses indicate that variables, such as Parents’ Educational Status, Competition,Avoidance, Intrinsic Motivation, Meaningful Learning, Self-confidence, Enjoyment,Pragmatic Orientation, and Materials, explained a significant proportion of variance in English achievement both for middle and high school students. However, results of structural equation modeling (SEM) analyses showed that out of the eight latent variables entered in the SEM analyses only four latent variables made a significant direct effect on the English achievement across middle and high school students. These results were further discussed in terms of pedagogical implications.
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