영어 학습에 대한 부모의 학업기대유형과 학생의 1영어 학습 동기가 학업 성취도에 미치는 영향
The influence of parental expectation types and students’ English learning motivation on Korean students’ English achievement
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This paper focuses on the relationship between parents' learning expectancy type (i.e.,support vs. pressure expectations) and students’ English learning motivation, affecting English learning achievement. Five-point Likert scale surveys were conducted in two metropolitan areas, and 577 elementary and middle school students answered the surveys,where six motivational constructs were investigated: (1) integrative motivation, (2)instrumental motivation, (3) intrinsic motivation, (4) extrinsic motivation, (5) ideal L2 self,and (6) ought-to L2 self. A series of Pearson correlation and stepwise regression analyses were conducted. Statistical analyses found that parents’ support expectation was positively correlated with the above six motivational constructs, whereas pressure expectation had a significantly negative correlation with intrinsic motivation. Students who perceived their parents’ expectancy type as supportive had a higher score in their English proficiency than those who felt more pressure expectancy from their parents. In general, middle school students perceived their parents' expectation type as pressure, whereas elementary school students perceived as support expectation. This study suggests that parents need to provide their children with confidence in order to foster support expectation and lead them to achieve a high level of English achievement.
Abstract
This paper focuses on the relationship between parents' learning expectancy type (i.e.,support vs. pressure expectations) and students’ English learning motivation, affecting English learning achievement. Five-point Likert scale surveys were conducted in two metropolitan areas, and 577 elementary and middle school students answered the surveys,where six motivational constructs were investigated: (1) integrative motivation, (2)instrumental motivation, (3) intrinsic motivation, (4) extrinsic motivation, (5) ideal L2 self,and (6) ought-to L2 self. A series of Pearson correlation and stepwise regression analyses were conducted. Statistical analyses found that parents’ support expectation was positively correlated with the above six motivational constructs, whereas pressure expectation had a significantly negative correlation with intrinsic motivation. Students who perceived their parents’ expectancy type as supportive had a higher score in their English proficiency than those who felt more pressure expectancy from their parents. In general, middle school students perceived their parents' expectation type as pressure, whereas elementary school students perceived as support expectation. This study suggests that parents need to provide their children with confidence in order to foster support expectation and lead them to achieve a high level of English achievement.
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