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      학생의 영어 자기 효능감이 인지적 학습 정도와 학습 성과에 미치는 영향: 교사 리더십의 조절 효과와 학습 동기부여의 매개 영향 = The Effects of the Student’s English Self-efficacy on Cognitive Learning and Learning Performance: The Moderating Roles of the Teacher’s Leadership and the Mediating Impact of the Motivation to Learn

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      https://www.riss.kr/link?id=A108490125

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      다국어 초록 (Multilingual Abstract)

      This research examined the roles of transformational leadership in the perspective of English education methodology. This study investigated the impact of a transformational leadership on the reinforcement of the student’s English self-efficacy, and the moderating effects of a transformational leadership on the relationships between the student’s English self-efficacy and the student’s intrinsic motivation to learn English. This study also examined the relationships among the student’s English self-efficacy, the student’s intrinsic motivation, and the student’s English education performance. The empirical questionnaires data were collected form first and second grade high school students in Daegu city. Finally, 192 questionnaires data were collected. The empirical results showed that consideration and influence, and intellectual stimulation, which were the dimensions of a transformational leadership, have a positive impact on the reinforcement of the student’s English self-efficacy. The positive effects of the English self-efficacy on the student’s intrinsic motivation were also confirmed. The moderating effects of a transformational leadership on the relationships between the student’s English self-efficacy and the intrinsic motivation to learn English were generally demonstrated. It was found that the student’s intrinsic motivation positively affects the student’s English education performance. The positive relationships among English self-efficacy, intrinsic motivation, and English education performance were empirically confirmed. Therefore, to improve the student’s English learning performance, various tools, which reinforce the student’s English self-efficacy, and realize the strong desire to learn English, were required in school.
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      This research examined the roles of transformational leadership in the perspective of English education methodology. This study investigated the impact of a transformational leadership on the reinforcement of the student’s English self-efficacy, and...

      This research examined the roles of transformational leadership in the perspective of English education methodology. This study investigated the impact of a transformational leadership on the reinforcement of the student’s English self-efficacy, and the moderating effects of a transformational leadership on the relationships between the student’s English self-efficacy and the student’s intrinsic motivation to learn English. This study also examined the relationships among the student’s English self-efficacy, the student’s intrinsic motivation, and the student’s English education performance. The empirical questionnaires data were collected form first and second grade high school students in Daegu city. Finally, 192 questionnaires data were collected. The empirical results showed that consideration and influence, and intellectual stimulation, which were the dimensions of a transformational leadership, have a positive impact on the reinforcement of the student’s English self-efficacy. The positive effects of the English self-efficacy on the student’s intrinsic motivation were also confirmed. The moderating effects of a transformational leadership on the relationships between the student’s English self-efficacy and the intrinsic motivation to learn English were generally demonstrated. It was found that the student’s intrinsic motivation positively affects the student’s English education performance. The positive relationships among English self-efficacy, intrinsic motivation, and English education performance were empirically confirmed. Therefore, to improve the student’s English learning performance, various tools, which reinforce the student’s English self-efficacy, and realize the strong desire to learn English, were required in school.

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      참고문헌 (Reference)

      1 전병만 ; 송해성, "한국 영어교육의 문제점과 발전 방향" 글로벌영어교육학회 19 (19): 97-125, 2014

      2 송홍정 ; 강태석, "중학생의 그릿이 자아존중감을 매개로 학업태도에 미치는 영향" 학습자중심교과교육학회 20 (20): 1219-1244, 2020

      3 우연경, "자기효능감 수준에 따른 유용가치와 지속성 및 학업성취의 관계: 상황적 흥미의 매개효과" 한국교육심리학회 28 (28): 405-420, 2014

      4 김주영 ; 최윤희, "원어민 영어교사의 한국에서의 영어 수업 및 자리매김(positioning)에 대한 인식" 한국중등영어교육학회 12 (12): 97-123, 2019

      5 국가 통계포털, "우리나라 가계소득 분포"

      6 김남익 ; 전보애 ; 최정임, "대학에서의 거꾸로 학습(Flipped learning) 사례 설계 및 효과성 연구: 학습동기와 자아효능감을 중심으로" 한국교육공학회 30 (30): 467-492, 2014

      7 대구광역시, "대구 교육통계" 대구광역시

      8 조현철, "구조방정식 모델" 도서출판 석정 2003

      9 Khajavy, G. H., "Willingness to communicate in English : A microsystem model in the Iranian EFL classroom context" 50 (50): 154-180, 2016

      10 Noels, K., "Why are you learning a second language? motivational orientations and self-determination theory" 50 (50): 57-85, 2000

      1 전병만 ; 송해성, "한국 영어교육의 문제점과 발전 방향" 글로벌영어교육학회 19 (19): 97-125, 2014

      2 송홍정 ; 강태석, "중학생의 그릿이 자아존중감을 매개로 학업태도에 미치는 영향" 학습자중심교과교육학회 20 (20): 1219-1244, 2020

      3 우연경, "자기효능감 수준에 따른 유용가치와 지속성 및 학업성취의 관계: 상황적 흥미의 매개효과" 한국교육심리학회 28 (28): 405-420, 2014

      4 김주영 ; 최윤희, "원어민 영어교사의 한국에서의 영어 수업 및 자리매김(positioning)에 대한 인식" 한국중등영어교육학회 12 (12): 97-123, 2019

      5 국가 통계포털, "우리나라 가계소득 분포"

      6 김남익 ; 전보애 ; 최정임, "대학에서의 거꾸로 학습(Flipped learning) 사례 설계 및 효과성 연구: 학습동기와 자아효능감을 중심으로" 한국교육공학회 30 (30): 467-492, 2014

      7 대구광역시, "대구 교육통계" 대구광역시

      8 조현철, "구조방정식 모델" 도서출판 석정 2003

      9 Khajavy, G. H., "Willingness to communicate in English : A microsystem model in the Iranian EFL classroom context" 50 (50): 154-180, 2016

      10 Noels, K., "Why are you learning a second language? motivational orientations and self-determination theory" 50 (50): 57-85, 2000

      11 Drost, A., "Validity and reliability in social science research" 38 (38): 105-123, 2011

      12 Stephanou, G., "University students’perceptions of teacher effectiveness and emotions in lectures : The role of socio-cognitive factors, academic performance" 5 (5): 58-79, 2012

      13 Wilson, J., "Transformational teaching and child psychological needs satisfaction, motivation, and engagement in elementary school physical education" 1 (1): 215-230, 2012

      14 Onorato, M., "Transformational leadership style in the educational sector : An empirical study of corporate managers and educational leaders" 17 (17): 33-47, 2013

      15 Bolkan, S., "Transformational leadership in the classroom : Fostering student learning, student participation, and teacher credibility" 36 (36): 296-306, 2009

      16 Anderson, M., "Transformational leadership in education : A review of existing literature" 93 (93): 1-15, 2017

      17 Frymier, B., "The revised learning indicators scale" 50 (50): 1-12, 1999

      18 Kitikanan, P., "The relationship between self-efficacy and English learning achievement of L2 Thai learners" 10 (10): 149-164, 2017

      19 Baron, R., "The moderator-mediator distinction in social psychological research : conceptual, strategic, and statistical consideration" 51 : 1173-1182, 1986

      20 Honicke, T., "The influence of academic self-efficacy on academic performance : A systemic review" 17 : 63-84, 2016

      21 Yusuf, M., "The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement" 15 : 2623-2626, 2011

      22 Tella, A., "The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics" 3 (3): 149-156, 2007

      23 Robinson, V., "The impact of leadership on student outcomes : An analysis of the differential effects of leadership types" 44 (44): 635-674, 2008

      24 Lee, W., "Testing interest and self-efficacy as predictors of academic self-regulation and achievement" 39 : 86-99, 2014

      25 Leithwood, K., "Testing a conception of how school leadership influences student learning" 46 (46): 671-706, 2010

      26 Zajacova, A., "Self-efficacy, stress, and academic success in college" 46 (46): 677-706, 2005

      27 Anyadubalu, C., "Self-efficacy, anxiety, and performance in the English language among middle school students in English language program in Satri Si Suriyothai school, Bangkok" 39 : 1043-1048, 2010

      28 Rahemi, J., "Self-efficacy in English and Iranian senior high school students majoring in humanities" 1 (1): 98-111, 2007

      29 Majer, M., "Self-efficacy and academic success among ethnically diverse first generation community college students" 2 (2): 243-250, 2009

      30 Zimmerman, B., "Self-efficacy : An motive to learn" 25 : 82-91, 2000

      31 Bush, T., "School leadership models : What do we know" 34 (34): 553-571, 2014

      32 Uchihara, T., "Roles of vocabulary knowledge for success in English medium instruction : Self-perceptions and academic outcomes of Japanese undergraduates" 52 (52): 564-587, 2018

      33 Tsai, K. C., "Rethink student evaluation of teaching" 2 (2): 17-22, 2012

      34 Moghari, E., "Relationship between perceived teacher’s academic optimism and English achievement : Role of self-efficacy" 15 : 2329-2333, 2011

      35 Pounder, J., "Quality teaching through transformational classroom leadership" 22 (22): 273-285, 2014

      36 Szeto, E., "Principal-teacher interactions and teacher leadership development : Beginning teachers’perspectives" 21 (21): 363-379, 2017

      37 Van de Van, A., "Measuring and assessing organizations" A Wiley-Interscience Publication 1980

      38 Mcgee, A., "Leadership practices to support teaching and learning for English language learners" 49 (49): 92-114, 2015

      39 Harrison, J., "Instructor transformational leadership and student outcomes" 4 (4): 82-136, 2011

      40 Sharma, S., "Identification and analysis of moderator variables" 18 : 291-300, 1981

      41 McCroskey, J., "Goodwill : A reexamination of the construct and its measurement" 66 : 90-102, 1999

      42 Pounder, J., "Full range classroom leadership : Implications for the cross organizational and cross cultural applicability of the transformational transactional paradigm" 4 (4): 115-135, 2008

      43 Khodadady, E., "Exploring the role of anxiety and motivation in foreign language achievement : A structural equation modeling approach" 20 : 269-286, 2013

      44 Genc, G., "Exploring EFL learners’ perceived self-efficacy and belief on English language learning" 41 (41): 52-68, 2016

      45 Kilinc, A. C., "Examining the relationship between teacher leadership and school climate" 14 (14): 1729-1742, 2014

      46 Wang, C., "Examining measurement properties of an English self-efficacy scale for English learners in Korea" 59 : 24-34, 2013

      47 Hemsworth, D., "Examining Bass’s transformational leadership in public sector executives : A psychometric properties review" 29 (29): 853-862, 2013

      48 Suldo, S., "Evaluation of the self-efficacy questionnaire for children in two samples of American adolescents" 25 (25): 341-355, 2007

      49 Torres, J., "English learning motivation and self-efficacy of Filipino senior high school students" 23 (23): 1-17, 2019

      50 Leeming, P., "Emergent leadership and group interaction in the task-based language classroom" 53 (53): 768-793, 2019

      51 Whitehead, G., "Beyond good teaching practices : Language teacher leadership from the learners’ perspective" 53 (53): 960-985, 2019

      52 Gray, D., "Associations of teacher credibility and teacher affinity with learning outcomes in health classroom" 14 : 185-208, 2011

      53 Artino, A., "Academic self-efficacy : from educational theory to instructional practice" 1 : 76-85, 2012

      54 Arbuckle, L., "AMOS 4.0 User Guide" SmallWaters Corporation 1999

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