중학생 영어 학업성취도에 영향을 미치는 정의적 변인 간의 구조관계 분석1)

Abstract

This article discussed the structural relationship among affective variables on English academic achievement, focusing on multiple paths from motivation to academic achievement via learning engagement and self-efficacy in English learning contexts. Using data of 10,653 middle school students, the latent moderated structural equation approach was employed to test multiple mediations and moderated mediation effect by Mplus 8.4. According to research findings, a negative direct effect of intrinsic motivation on academic achievement still remained, despite the positive indirect effect on academic achievement via learning engagement and self-efficacy, respectively. In particular, external motivations showed a positive mediating effect via learning engagement, but through self-efficacy, there was a negative indirect effect that reduced academic achievement. However, the serial multiple mediation effect that passes through learning engagement and self-efficacy in order has changed positively. Lastly, in the moderated mediating effect test, when the intrinsic motivation for English increases, engagement in English learning increases, and then increased learning engagement also has a positive effect on English academic achievement; however, self-efficacy weakens the positive influence of intrinsic motivation on learning engagement. Namely, a buffering effect of self-efficacy was found in the moderated mediation model. Based on the results of this study, suggestions were made on expanding our knowledge of affective factors and their application of English learning in EFL settings.