자기결정성동기가 한국 고등학생의 영어 문법 지식 습득에 미치는 영향

Using Deci and Ryan’s (1980, 2000) Self-Determination Theory (SDT), the present study investigated relationships between the learning motivation and development of English grammar knowledge of the Korean high school students. A total of 187 students attending high schools in Gyeonggi Province participated in this research. They completed an English grammar test, measuring English grammar knowledge, and an Academic Self-Regulated Questionnaire, assessing students’ self-determination in motivation for learning. The data were analyzed using relevant statistical methods, such as independent samples t-test, correlation, and partial binary logistic regression. The results found that (1) the students with higher scores on the grammar test exhibited significantly higher self-determination in learning than those who gained lower scores on the grammar test; (2) the students’ grammar test scores showed positive association to the degree of self-determination; and (3) students’ self-determination showed significant effects to the English grammar knowledge. The results are further discussed within the context of current educational curriculum of English for secondary schools, and pedagogical implications are provided