초록 열기/닫기 버튼
The purpose of this study is to examine structural relations among question-oriented interaction, self-efficacy, intrinsic motivation, and academic achievement in English classrooms of Korean middle schools. Particularly, the study investigated: 1) how students’ perceptions of question-oriented interaction predict their English academic achievement and whether this relation is mediated by the students’academic motivation, such as self-efficacy and intrinsic motivation, and 2) how the relations among these variables differ between low-income and non-low-income groups. Korean Education Longitudinal Study (KELS) 2006 data (N=6,536) were used for the analysis. The analysis of a structural equation model showed that students’perceptions of question-oriented interaction were positively associated with their self-efficacy and intrinsic motivation, and these two variables positively predicted the students’English academic achievement. Both self-efficacy and intrinsic motivation significantly mediated the relation between question-oriented interaction and the students’English achievement of the next academic year. The results of the multi-group analysis showed that some of the path coefficients between low-income and non-low-income groups were significantly different. For example, the effect of question-oriented interaction on intrinsic motivation was stronger for the low-income group whereas the effects of self-efficacy and intrinsic motivation on English achievement were stronger for the non-low-income group. Based on these findings, pedagogical implications for improving English classrooms were discussed.
키워드열기/닫기 버튼
Question-oriented interaction, academic motivation, self-efficacy, intrinsic motivation, English academic achievement, low-income students
