Mothers' Educational Beliefs and Preschoolers' English Learning Attitudes: The Mediating Role of English Experiences at Home

Autor/inn/en	Choi, Naya; Kim, Taeyeon; Kiaer, Jieun; Morgan-Brown, Jessica
Titel	Mothers' Educational Beliefs and Preschoolers' English Learning Attitudes: The Mediating Role of English Experiences at Home
Quelle	In: SAGE Open, 10 (2020) 4, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Taeyeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020970231
Schlagwörter	Mothers; Parent Attitudes; Educational Attainment; Parent Background; Fathers; Family Income; Correlation; Preschool Children; English (Second Language); Second Language Instruction; Family Environment; Beliefs; Preschool Education; Childrens Attitudes; Foreign Countries; Socioeconomic Status; Information Technology; Motivation; Learning Activities; South Korea + Suchen Sie Ihr Suchwort? Mother; Mutter; Elternverhalten; Bildungsabschluss; Bildungsgut; Elternhaus; Familieneinkommen; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Familienmilieu; Belief; Glaube; Ausland; Socio-economic status; Sozioökonomischer Status; Informationstechnologie; psychologische; Motivation (psychologisch); Lernaktivität; Korea; Republik
Abstract	This article analyzes the relationship between Korean mothers' beliefs about early childhood English education and preschoolers' attitudes toward English learning. English experiences in the home were also projected to be significantly related to the aforementioned factors. Participants consisted of 159 mother-child pairs in South Korea. This study yielded three main results. First, correlations were found between the mothers' education level and all three factors, while the fathers' education and family income levels correlated only with preschoolers' English experiences at home. Second, the subfactors of the mothers' beliefs, the preschoolers' home English experiences, and their attitudes toward learning English were revealed to be partly related. Third, the study showed that preschoolers' English experiences at home mediated the relationship between the mothers' beliefs in the importance of English education and the preschoolers' attitudes. In effect, while the mothers' beliefs about early childhood English education did not directly affect their children's attitudes, indirect effects were found to be mediated by English experiences at home. Based on these results, we propose that it is necessary for parents to create a rich language environment in the home that engenders in children positive foreign language learning attitudes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01