고등학생 영어 성취도에 영향을 미치는 정의적 영역 관련 변인 간 구조 관계 분석

The structural analysis of affective domain variables influencing English academic achievement in high school students: Focusing on intrinsic motivation, self-efficacy, and self-management

This study investigates how intrinsic motivation, self-efficacy, and self-management skills influence English achievement among Korean high school students. In the context of competence-based curriculum, self-management skills become a key skill for future societal and educational needs. The research employs data from the Korean Education Longitudinal Study (KELS) 2013, involving 4,531 students, and uses a structural equation model. The findings indicate a positive correlation among the three affective domains. However, self-management skills do not directly influence English achievement but have an indirect effect through intrinsic motivation and self-efficacy, which are directly linked to English achievement. This highlights the essential role of self-management skills in shaping attitudes and abilities in language learning, suggesting the development of those skills should be a focus in high school English education. The study suggests an interconnection among affective variables that foster self-management skills among high school students. It indicates that enhancing self-management skills can indirectly help improve English achievement, and further pedagogical implications are discussed.