지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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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.
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