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Korean Psychological Journal of Culture and Social Issues

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Vol.16 No.2
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Changes in Academic Motivation, Learning Strategy Use, and Test Scores by Private Tutoring Hours

Korean Psychological Journal of Culture and Social Issues / Korean Psychological Journal of Culture and Social Issues, (P)1229-0661; (E)1229-0661
2010, v.16 no.2, pp.103-124





& (2010). Changes in Academic Motivation, Learning Strategy Use, and Test Scores by Private Tutoring Hours. Korean Psychological Journal of Culture and Social Issues, 16(2), 103-124.
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Abstract

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.

keywords
Private tutoring, Academic achievement, Academic motivation, Task value, Self-efficacy, Learning strategy, Cognitive strategy, Behavioral strategy, 사교육, 학업성취도, 학습동기, 과제가치, 자기효능감, 학습전략, 인지전략, 행동전략

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