The Correlation between Korean Students’ Perceptions of Parental Support and Their Classroom Motivation
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The study was an investigation into how Korean middle-school students perceive their parental support to their studies, and what effect this support may have on their classroom autonomous motivation to study English. Two research questions were addressed. The first question examined how these students perceive their parental involvement and support for their autonomy, based on the results of the Perceptions of Parents Scale (POPS) questionnaire. The second question examined the correlation between results of the POPS and these students’ classroom motivation, as measured by the Self-Regulation Questionnaire-Academic (SRQ-A). These two questionnaire, the POPS and the SRQ-A, were administered to a total of 167 students, ages 13 to 16, studying English as a Foreign Language (EFL) at two middle schools in Seoul, Korea. A quantitative analysis was performed on the data collected and findings indicated that students’ perceptions of parental support and influence were at a moderate to high level; however the correlation of this support with their classroom autonomous motivation was at a very low positive level. The study concluded with a discussion of study limitations and pedagogical implication.
Abstract
The study was an investigation into how Korean middle-school students perceive their parental support to their studies, and what effect this support may have on their classroom autonomous motivation to study English. Two research questions were addressed. The first question examined how these students perceive their parental involvement and support for their autonomy, based on the results of the Perceptions of Parents Scale (POPS) questionnaire. The second question examined the correlation between results of the POPS and these students’ classroom motivation, as measured by the Self-Regulation Questionnaire-Academic (SRQ-A). These two questionnaire, the POPS and the SRQ-A, were administered to a total of 167 students, ages 13 to 16, studying English as a Foreign Language (EFL) at two middle schools in Seoul, Korea. A quantitative analysis was performed on the data collected and findings indicated that students’ perceptions of parental support and influence were at a moderate to high level; however the correlation of this support with their classroom autonomous motivation was at a very low positive level. The study concluded with a discussion of study limitations and pedagogical implication.
참고문헌 (32)
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