고등학생의 영어 학업성취도에 영향을 미치는 변인 분석

Abstract

Objectives The purposes of this study were to specify the variables that have a significant impact on high school students' English academic achievement from the aspects of individual, home environment, and school life using Seoul Education Longitudinal Study (SELS) 2010 data.
 Methods For this purpose, the English academic achievement scores of 2,550 high school students in Seoul were set as the dependent variable. The independent variables were attitude in class, self-directed learning ability, parents’ support for learning, parent-child relationship, the frequency level of parents-child dialogue, the degree of school satisfaction, and friends relationship. The independent variables were extracted from the student questionnaire. A multiple linear regression analysis was performed.
 Results As for the main research results, the ability of self-directed learning, attitude in class, parent-child relationship had a positive effect on English academic achievement, while parents’ support for learning, the frequency level of parents-child dialogue, and friends relationship showed negative relationships with English academic achievement. The ability of self-directed learning and attitude in class appeared to be the biggest predictors of English academic achievement. In addition, it suggests that emotional intimacy at home is more crucial support for students than parental support for children's learning.
 Conclusions Therefore, it can be said that the result of this study is the practical proof of Self-determination Theory(SDT). It is interpreted that parents’ emotional support for their children can lead to the improvement of self determination ability, and it leads to self-directed study ability and proper attitude in class. Eventually it leads to high level of academic achievement.