A Multilevel Study on the Impact Factors of Junior High School Students’ English Achievement: Taking Self-Expectation and Subjective Well-Being as Moderators
As a research topic, students’ English achievement in the surrounding islands of Taiwan has long been ignored. This study was thus conducted in Dea-Yun (pseudonym) Junior High School in outland Penghu, investigating how the context of classes and learner factors impacted the learners’ English achievement. Using a self-designed questionnaire, this study collected data from 15 classes of 370 students. The data were analyzed with multilevel modeling. The results were as follows. First, it was found that the class level variables significantly accounted for 26% of the variance in the English achievement. Second, among the learner factors, family cultural capital, fathers’ educational expectations, supplementary school English lessons from grade 1 to 7, starting time to receive supplementary school English lessons, as well as intrinsic and extrinsic English learning motivation were significant positive predictors for the English achievement. Third, it was demonstrated that as class-level factors, self-educational expectations positively predicted the English achievement, while subjective well-being had a negative predictive power. Fourth, while the class-level self-educational expectations and intrinsic English learning motivation revealed positive moderating power on the English achievement, subjective well-being did not.
|關鍵詞||文化資本、多層次分析、英語學習成就、補習時間、學習內外在動機、English achievement、intrinsic and extrinsic English learning motivation、cultural capital、supplementary school English lessons、multilevel modeling|