The Effect of Parents’ Child-Rearing Attitudes on High School Students’ English Learning Motivation and Achievement
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The purpose of this study is to investigate the effect of parents’ four-types of child-rearing attitudes (i.e., acceptance, rejection, autonomy, control) on Korean high school student's English-learning motivation and their English achievement. A total of 250 high school students participated in this survey study. The results indicated that father’s child-rearing attitudes made significant differences in high school students’ four types of English-learning motivation (i.e., intrinsic motivation, extrinsic motivation, ideal L2 selves, and ought-to L2 selves). However, mother’s child-rearing attitudes did not bear any statistical differences among the four types of English-learning motivation. Second, both father’s and mother’s child-rearing attitudes made no significant differences in students’ English achievement. Third, there existed significant statistical differences in parents’ child-rearing attitudes between high English proficiency group and low proficiency one. This study indicates that father’s active intervention in their children’s English learning is more important than that of their mothers.
Abstract
The purpose of this study is to investigate the effect of parents’ four-types of child-rearing attitudes (i.e., acceptance, rejection, autonomy, control) on Korean high school student's English-learning motivation and their English achievement. A total of 250 high school students participated in this survey study. The results indicated that father’s child-rearing attitudes made significant differences in high school students’ four types of English-learning motivation (i.e., intrinsic motivation, extrinsic motivation, ideal L2 selves, and ought-to L2 selves). However, mother’s child-rearing attitudes did not bear any statistical differences among the four types of English-learning motivation. Second, both father’s and mother’s child-rearing attitudes made no significant differences in students’ English achievement. Third, there existed significant statistical differences in parents’ child-rearing attitudes between high English proficiency group and low proficiency one. This study indicates that father’s active intervention in their children’s English learning is more important than that of their mothers.
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