부모의 학업관여와 교사의 수업기술이 학생의 제2언어자아와 학습몰입에 미치는 효과

The effects of parents' academic involvement and teachers' teaching skills on students' L2-self and learning-flow

This study investigated the effects of parents' academic involvement and teachers' teaching skills on students' L2-self and learning-flow. The participants were 262 elementary school students in the 5th and 6th grade of 2 national elementary schools in Daegu City. Participants were given survey questionnaires asking their opinions on their perceived parents’ academic involvement, teachers’ teaching skill, L2-self, and learning-flow. The results of the study were as follows: (1) There was significant positive correlation between subscale of L2-self and both parents' academic involvement and teacher's teaching skill; (2) There was significant positive correlation between subscale of the learning flow and both teachers’ teaching skill and parents' academic involvement; (3) Correlations between parents' achievement expectation and both L2-self and the learning-flow were higher than correlations between parents' academic support and L2-self and the learning-flow; (4) Teachers’ teaching skill had a positive direct influence on learning-flow; (5) When the structure model was examined, parents’ academic involvement had a positive, meaningful indirect influence through the mediation effect of L2-self; and (6) There was little difference in structure model between male and female students. However, teachers’ teaching skill had a positive influence on L2-self in a group of male students. From the results of the current study, pedagogical implications were made.