Structural Analysis of the Factors Affecting Intention to Continue Learning in Privately Tutored Students

다국어 초록 (Multilingual Abstract)

This study aims to elucidate the structural relationships among factors such as self-determined learning motivation, learning satisfaction, parental involvement in learning, and the intention to continue learning among students engaged in private English education. By doing so, it seeks to identify the significant determinants of learners’ ongoing learning intentions. To this end, a survey was administered to 277 middle and high school students participating in private English education. The collected data were analyzed using descriptive and inferential statistics, including confirmatory factor analysis and structural equation modeling, to assess reliability, validity, and mediation effects. The findings are summarized as follows: firstly, the self-determined learning motivation of students enrolled in private English education does not significantly impact their intention to continue learning. Secondly, learning satisfaction was found to have a statistically significant mediating effect on the relationship between self-determined learning motivation and the intention to continue learning. Thirdly, parental involvement in learning did not exhibit a significant moderating effect on the relationship between self-determined learning motivation and the intention to continue learning. (Jeonbuk National University)