This study investigates the relationship between high school students’ subjective wellbeing, English learning motivation, and English proficiency. Three sub-components of subjective well-being were included in this study: positive efficacy well-being, positive emotional well-being, and positive relationship well-being. In all subcomponents of subjective well-being, the mean value of female students was higher than that of male students. In addition, the students with upper and middle levels of English proficiency showed higher subjective well-being than those with a lower level. Among the subcomponents of subjective well-being, positive relationship well-being was found to have the most significant effect on both the ideal L2 self and the ought-to L2 self. Among English learning motivations, the higher the ideal L2 self, the higher the English proficiency. The subjective well-being and the ideal L2 self positively affected English proficiency. This study suggests that appropriate educational activities are needed to enhance students’ subjective well-being and form a concrete ideal L2 self.

1. 서론
2. 선행 연구
    2.1. 주관적 안녕감과 영어 성취도의 관련성
    2.2. 영어 학습 동기와 제2언어 동기적 자아 체계와의 관련성
    2.3. 제2언어(영어) 학습 동기와 주관적 안녕감과의 연관성
    2.4. 주관적 안녕감의 측정
3. 연구 방법
    3.1. 연구 대상
    3.2. 연구 도구
    3.3. 분석 방법
4. 연구 결과
    4.1. 주관적 안녕감과 학업 성취도의 관계
    4.2. 영어 학습 동기와 영어 성취도의 관계
    4.3. 주관적 안녕감과 영어 학습 동기의 관계
5. 논의
    5.1. 주관적 안녕감과 영어 학습 동기 및 영어 성취도와의 관련성
    5.2. 주관적 안녕감이 영어 학습 동기에 미치는 영향
6. 결론
REFERENCES

• 이성숙(Graduate Student) | Lee Sung-Suk
• 김태영(Professor, Department of English Education at Chung-Ang University) | Kim Tae-Young Corresponding Author