플립러닝 환경에서 학업적 자기효능감, 과제가치, 학습참여도, 학업성취도, 학습만족도 간의 관계 분석

권구경 ( Ku Kyeong Kwon ),정현미 ( Hyun Mi Chung ) 한국교육공학회 2018 교육공학연구 Vol.34 No.3

이 연구는 플립러닝에서 학습참여도가 학습자 변인에 따라 학습성과에 어떤 영향을 미치는지 확인하였다. 구체적으로 플립러닝 환경에서 학업적 자기효능감, 과제가치, 학습참여도(사전학습 참여도, 교실수업 참여도), 학업성취도, 학습만족도 간의 관계를 분석하였다. 특히 학업적 자기효능감과 과제가치가 학업성취도, 학습만족도 각각에 미치는 영향을 사전학습 참여도와 교실수업 참여도가 이중매개 하는지 확인하였다. 연구목적을 달성하기 위해 2017년 1학기동안 플립러닝 방식의 역사수업에 참여한 중학교 3학년 학생 154명을 편의표집하였다. 변인들 간 경로 모델을 설정하고, 1학기 말에 학업적 자기효능감, 과제가치, 사전학습 참여도, 교실수업 참여도, 학업성취도, 학습만족도에 대한 자료를 수집하였다. 수집된 자료를 바탕으로 경로분석을 실시하였으며, 분석결과는 다음과 같다. 첫째, 학업적 자기효능감은 사전학습 참여도, 교실수업 참여도, 학업성취도, 학습만족도에 유의한 영향을 미쳤다. 둘째, 과제가치는 사전학습 참여도, 교실수업 참여도, 학습만족도에 유의한 영향을 미쳤다. 셋째, 사전학습 참여도는 교실수업 참여도와 학습만족도에 유의한 영향을 미쳤다. 넷째, 교실수업 참여도는 학습만족도에 유의한 영향을 미쳤다. 다섯째, 사전학습 참여도와 교실수업 참여도는 학업적 자기효능감이 학습만족도에 미치는 영향을 이중매개하였다. 여섯째, 사전학습 참여도와 교실수업 참여도는 과제가치가 학습만족도에 미치는 영향을 이중매개하였다. 이러한 연구결과는 플립러닝에서 사전학습과 교실수업 활동이 중요하며, 학습성과에 직·간접적인 영향을 미친다고 주장한 여러 학자들의 견해에 실증적인 근거를 제공하였다. 또한 플립러닝 환경에서 학습자의 학업성취도와 학습만족도를 높이기 위해 학업적 자기효능감, 과제가치, 사전학습 참여도, 교실수업 참여도를 촉진하는 수업을 설계해야 한다는 시사점을 제공하였다. This study examined how learning engagement influences learning outcomes according to learner variables in flipped learning. Specifically, the relationship between academic self-efficacy, task value, learning engagement(i.e., prior learning engagement and classroom engagement), academic achievement, and learning satisfaction was analyzed in the flipped learning environment. In particular, the study assumes that the effectiveness of academic self-efficacy and task value on each academic achievement and learning satisfaction was double mediated by prior learning engagement and classroom engagement. In order to achieve the purpose of the study, 154 middle school third grade students in the flipped learning history class in the second semester of 2016 were gathered through convenience sampling. At the end of first semester of 2017, I collected data on academic self-efficacy, task value, prior learning engagement, classroom engagement, academic achievement, and learning satisfaction. Based on the collected data, path analysis was conducted and the results are as follows. First, academic self-efficacy had a significant effect on prior learning engagement, classroom engagement, academic achievement, and learning satisfaction. Second, task value had a significant effect on the prior learning engagement, the classroom engagement, and the learning satisfaction. Third, prior learning engagement had a significant effect on classroom engagement and learning satisfaction. Fourth, classroom engagement had a significant effect on learning satisfaction. Fifth, prior engagement and classroom engagement double mediated effects of academic self-efficacy on learning satisfaction. Sixth, prior engagement and classroom engagement double mediated the effect of task value on learning satisfaction. These findings provide empirical evidence on the views of many scholars who argue that prior learning and classroom activities are important in flipped learning and have direct or indirect effects on learning outcomes. Also, in order to increase learners' academic achievement and learning satisfaction in the flipped learning environment, it was suggested that classes should be designed to promote academic self-efficacy, task value, prior learning engagement, and classroom engagement.

The Effects of ARCS Strategies on Learning Motivation, Academic Engagement and Achievement

( Subin Jang ),( Insook Lee ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

This research has been performed targeting 55 of 4th grade students of B elementary school in A city, Gyeonggi-do in order to find out the effects of ARCS Strategy on learning motivation, academic engagement and academic achievement. The major three issues of this research are that First, What is the effect of applying the lessons ARCS Strategies on Learning motivation? Second, what is the effect of applying the lessons ARCS Strategies on Academic engagement?, Third, what is the effect of applying the lessons ARCS Strategies on Academic Achievement?. The procedures are analyzing precedent studies of ARCS Strategy, writing 4-period teaching lessons focused on unit 2 of the 4th grade social studies and conducting an actual teaching. At this time, and academic engagement, Keller(1983)``s CIS was adopted for the measurement of learning motivation, Kim``s(2011), the translation of Skinner et al.,(2008) for that of academic engagement measurement. Before this, two experts of educational technology and three elementary teachers had checked the face validity of these measurements. In the case of academic achievement, the written scale fitted for academic goals and learning content was checked by two elementary school teachers. After selecting the subject of research, through an interview with a researcher, the class was intended with a teacher``s full understanding ARCS Strategy. As a post-test after the class with ARCS Strategy was done, learning motivation and academic engagement were tested and as for an academic achievement of learners, it was measured after every class. The summary of effect of class applied with ARCS strategy on the learning motivation, academic engagement, and achievement of learners is as follows. First of all, there was no significant effect of class applied with ARCS strategy on learning motivation. However, there was a significant effect of sub-factor, attention, on it. Such a result indicates that a class applied with ARCS strategy is needed to promote attention, a sub-factor of learning motivation. Secondly, there was no significant effect of class applied with ARCS strategy on academic engagement. However, there was a significant effect of sub-factor of engagement, behavioral engagement and emotional engagement, on it. Such a result indicates that there is a significant effect of class applied with ARCS on academic engagement, and a class applied with ARCS is needed to promote it further. Third, there was a significant effect of class applied with ARCS strategy on achievement. Such a result indicates that there is an effect of class applied with ARCS strategy as a tactic for deriving motivation of improving academic achievement of learners.

기본심리욕구와 수업참여를 매개로 한 학생-교사애착관계와 학업성취도의 관계

김남희(Nam Hee Kim),김종백(Jong Baeg Kim) 한국교육심리학회 2011 敎育心理硏究 Vol.25 No.4

본 연구에서는 학생이 지각한 교사지지와 자율성, 유능성 및 관계성을 포함하는 기본심리욕구, 수업참여, 학업성취 간의 관계를 살펴보았다. 그리고 교사지지에 기반한 기본모형에 교사와 학생의 상호작용적 측면을 보다 강조하는 학생-교사애착관계요인을 포함시켰을 때 연구변인들 간 관계가 어떻게 변화되는지를 분석함으로써 교사지지와 학생-교사애착관계의 개념차이를 확인 하고 기본심리욕구와 수업참여의 매개효과를 검증하였다. 또한 학생-교사애착 관계를 포함한 연구모형이 성별집단에 따라 차이가 있는지를 검증하였다. 연구대상은 10개 중학교 1, 2학년생 664명이었으며, 상관분석 및 구조방정식모형분석, 다중집단분석을 활용하여 전술한 연구문제를 검토하였다. 기본모형과 연구모형의 적합도는 양호한 편이며 연구결과는 첫째, 기본모형에서 교사지지와 학업성취 간에 수업참여의 매개효과가 있었고 교사지지와 수업참여의 관계에서 기본심리욕구의 부분매개효과 또한 검증되었다. 그러나 교사지지와 학업성취 간에 기본심리욕구의 매개효과는 수업참여를 거치지 않고서는 유의하지 않았으며 기본심리욕구의 하위요인들 모두는 수업참여를 매개로 학업성취에 유의한 영향을 미쳤다. 둘째, 연구모형에서는 기본모형에서 교사지 지로부터 기본심리욕구와 수업참여로 가는 직접적 영향력은 사라지고 학생-교사애착관계 요인이 기본심리욕구와 수업참여에 직접적으로 영향을 미치는 것으로 드러났다. 이는 교사-학생 관계요인이 교사지지와는 다른 독립적인 영향력을 가지고 있다는 것을 의미한다. 연구모형에서 교사-학생관계와 학업성취를 매개하는 유의미한 수업참여효과가 발견되었으며 기본심리욕구의 매개 효과는 유의하지 않은 것으로 나타났다. 기본심리욕구 요인은 오로지 수업참여를 매개로 하여서만 학업성취에 유의한 영향을 미치는 것으로 나타났다. 학생-교사애착관계와 수업참여 간에 기본심리욕구의 하위요인들 각각은 부분매개 효과가 있는 것으로 나타났다. 셋째, 연구모형에서 남녀 학생집단 간 모형의 차이가 없이 동일한 것으로 나타났다. 이는 학생-교사애착관계 모형이 성별에 관계없이 적용될 수 있다는 것을 의미한다. 본 연구에서는 교사지지와 더불어 학생-교사애착관계의 독립적 영향력을 확인하고 학생과 교사 관계요인의 중요성을 확인하였으며 교사와 학생 관계 요인은 학생의 기본심리욕구와 수업참여를 통해서 학업성취를 신뢰롭게 설명하고 있다는 것을 보여주었다. This study investigated relationships among teacher support that students perceived, basic psychological needs including autonomy, competence and relatedness, academic engagement and academic achievement. Also, we identified differences in the meaning and functions of teacher support and student-teacher attachment relationship and then verified mediating effects of basic psychological needs and academic engagement by analyzing how those relationships changed when a teacher support model involved student-teacher attachment relationship factor that emphasized aspect of interaction between teacher and student. Furthermore, we examined gender difference whether female students, who were relationship-oriented, were more affected than male students in student-teacher relationship. 664 students took part in this study. They were the first and the sophomore year of 10 different middle schools in Chungcheong-do and Gyeongsang-do. We examined aforementioned subjects for inquiry using various methods such as correlation analysis, structural equation modeling analysis and multiple group analysis. All models in this study such as basic model and research model were acceptable for their goodness of fit. The results of this study are as follows. First, we confirmed that there was not only mediating effect of academic engagement between teacher support and academic achievement for the model based on teacher support, but also mediating effect of basic psychological needs in the relationship of teacher support and academic engagement. On the other hand, mediating effect of basic psychological needs between teacher support and academic achievement without academic engagement was not significant, and all sub-factors of basic psychological needs significantly influenced on academic achievement through academic engagement. Second, we analyzed a research model involved student-teacher attachment relationship. Results showed that direct influence of teacher support to basic psychological needs and academic engagement disappeared from the basic model, but student-teacher attachment relationship factor directly affected basic psychological needs and academic engagement. It means teacher-student relationship has an independent influence different from teacher support. There was a significant effect of academic engagement that mediated between teacher-student relationship and academic achievement in consequence of verification about mediating effect of basic psychological needs and academic engagement in research model including teacher-student relationship. But no mediating effect of basic psychological needs was found because direct influence from basic psychological needs to academic achievement was not significant. It turns out that basic psychological needs only influence academic achievement through academic engagement. Each of sub factors of basic psychological needs between student-teacher attachment relationship and academic engagement had partially mediating effect. Third, we examined whether there was gender difference in the research model including teacher-student relationship by using multiple group analysis and we found there was no significant difference. It means research model including student-teacher attachment relationship can be applied regardless of gender. In this study, we clarified the structure of relationships among teacher support, student-teacher attachment relationships, basic psychological needs and academic engagement that affected academic achievement. Also, we identified an independent influence of student-teacher attachment relationship and the importance of student-teacher relationship as well. In addition, we demonstrated that relationship between teacher and student had significantly impact on academic achievement through mediating effects of basic psychological needs and academic engagement of students.

Effects of ARCS Motivation strategy on learning motivation, academic engagement and academic achievement according to the level of learning motivation

( Subin Jang ),( Insook Lee ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

This research has been performed targeting 32 of 4th grade students of M elementary school in Ansung, KyungGi-do in order to find out the effects of ARCS Motivation Strategy on learning motivation, academic engagement and academic achievement according to the level of learning motivation of learners. The major two issues of this research are that if learning motivation, academic engagement and academic achievement of elementary school students are correlated and what effects of the class with ARCS Motivation Strategy based on the level of learning motivation of learners are on learning motivation, academic engagement and academic achievement. The procedures are analyzing precedent studies of ARCS Motivation Strategy, writing 3-period teaching lessons focused on unit 2 of the 4th grade social studies and conducting an actual teaching. At this time, and academic engagement, Keller(1983)``s CIS was adopted for the measurement of learning motivation, NamHee Kim``s(2011),the translation of Skinner et al.,(2008) for that of academic engagement measurement. Before this, two experts of educational technology and three elementary teachers had checked the face validity of these measurements, and the preliminary survey had been conducted with two 4th grade primary students. In the case of academic achievement, the written scale fitted for academic goals and learning content was checked by two elementary school teachers. After selecting the subject of research, through an interview with a researcher, the class was intended with a teacher``s full understanding ARCS Motivation Strategy. As a post-test after the class with ARCS Motivation Strategy was done, learning motivation and academic engagement were tested and as for an academic achievement of learners, it was measured after every class. The result of the first major issue, if learning motivation, academic engagement and academic achievement of elementary school students are correlated, shows that learning motivation and academic engagement have positive relationship, but academic achievement has no relationship with learning motivation and academic engagement. The second major issue, that is, what effects of the class with ARCS Motivation Strategy based on the level of learning motivation of learners are on learning motivation, academic engagement and academic achievement, has no difference in learning motivation in the class with ARCS Motivation Strategy according to the level of learning motivation of learners, and an pre-existing motivation affects the next learning. In the case of academic engagement with ARCS Motivation Strategy according to the level of academic motivation of learners, the meaningful difference was shown that the level of learning motivation affects it. At last, there was no difference between academic engagement and achievement, suggesting that the level of learning motivation didn``t affect the academic achievement.

학업가치, 낙관주의, 학업정서, 내재적 동기, 학업관여 간의 구조적 관계

권대훈 ( Kwon Dae-hoon ) 부산대학교 과학교육연구소 2019 교사교육연구 Vol.58 No.4

학업관여는 학생들이 능동적으로 학업활동을 수행하는 것을 의미하며, 학업성취에 중요한 영향을 미친다. 이 연구에서는 학업가치, 낙관주의, 학업정서, 내재적 동기, 학업관여 간의 구조적 관계를 검증했다. 연구목적을 달성하기 위해 사범대학 학생 264명(남학생 127명, 여학생 137명)에게 학업가치 척도, 낙관주의 척도, 학업정서 척도, 내재적 동기 척도, 학업관여 척도를 실시했다. 경로분석 결과는 다음과 같다. 첫째, 내재적 동기는 학업가치 및 낙관주의가 학업관여에 미치는 영향을 부분매개했다. 둘째, 긍정학업정서는 학업가치 및 낙관주의가 학업관여에 미치는 영향을 부분매개했다. 셋째, 내재적 동기는 긍정학업정서가 학업관여에 미치는 영향을 부분매개했고, 부정학업정서가 학업관여에 미치는 영향을 완전매개했다. 넷째, 긍정학업정서는 학업가치 및 낙관주의가 내재적 동기에 미치는 영향을 부분매개했다. 다섯째, 긍정학업정서와 내재적 동기는 학업가치가 학업관여에 미치는 영향을 이중매개했고, 낙관주의가 학업관여에 미치는 영향을 이중매개했다. 이 연구의 결과는 사범대학 학생들의 학업관여를 높이려면 학생들이 학업 활동 및 결과가 가치가 있다고 지각하고, 낙관주의 성향을 가지며, 긍정학업정서를 많이 경험하고 부정학업정서를 적게 경험하며, 학업활동에 내재적 동기를 갖고 참여하도록 조력해야 할 것임을 시사한다. Academic engagement, which refers to a student’s active involvement in a learning activity, plays a critical role in increasing academic achievement. This study tested the structural relationships among academic value, optimism, academic emotions, intrinsic motivation, and academic engagement. Two hundred and sixty four students (127 male, 137 female) sampled from teachers’ college completed measures of academic value, optimism, academic emotions, and academic engagement. Path analysis showed the following results. First, intrinsic motivation partially mediated the relation from academic value and optimism to academic engagement. Second, positive academic emotions partially mediated the relation from academic value and optimism to academic engagement. Third, intrinsic motivation partially mediated the relation from positive academic emotions to academic engagement, and fully mediated the relation from negative academic emotions to academic engagement. Fourth, positive academic emotions partially mediated the relation from academic value and optimism to intrinsic motivation. Fifth, positive academic emotions and intrinsic motivation doubly mediated the relation from academic value to academic engagement, and the relation from optimism to academic engagement. This study suggest that, in order to increase teachers’ college students’ academic engagement, it is necessary to encourage students to perceive high value on academic activities and outcomes, to take an optimistic perspective, to experience more positive academic emotions and less negative academic emotions, and to participate in academic activities with high level of intrinsic motivation.

귀인성향 인식이 학업적 자기효능감, 학업관여도 및 학업성취도에 미치는 영향

이선경,임선아 한국청소년학회 2014 청소년학연구 Vol.21 No.5

This prospective study with 614 middle school students tested the structural equation modeling to examine the pattern of influences through which attributional styles acting in concert with academic self-efficacy, academic engagement, and academic achievement concurrently. The major results of this study were as follows. First, ability attribution had direct effect on self-efficacy and had indirect effects on academic engagement and academic achievement. Second, effort attribution had direct effects on self-efficacy and academic engagement and had indirect impacts on academic engagement and academic achievement as well. Third, academic self-efficacy had direct impacts on academic engagement and academic achievement. Fourth, academic engagement hadn't a direct impact on academic achievement. This study verified casual relationship between academic achievement and attributional styles (ability and effort) by means of mediation variables such as academic self-efficacy and achievement engagement. 본 연구는 청소년들의 귀인성향 인식이 자기효능감, 학업적 관여, 궁극적으로 학업성취에 어떠한 영향을 미치는지 살펴보고자 구조적 관계모형을 가정하고 이 모형을 검증하기 위해 서울 2개교, 경기도 3개교에 재학 중인 중학생 614명을 대상으로 조사연구를 수행하였으며 구조방정식모형 방법을 사용하여 분석하였다. 연구결과는 다음과 같다. 첫째, 능력귀인과 노력귀인은 자기효능감에 직접적 영향을 미치나 학업적 관여, 학업성취에는 간접적 영향을 미치는 것으로 나타났다. 반면, 타인귀인과 운귀인은 자기효능감, 학업적 관여, 학업성취에 직접으로도 간접적으로도 영향을 미치지 않는 것으로 나타났다. 둘째, 본 연구는 자기효능감이 학업적 관여와 학업성취에 직접적인 영향을 미치나 학업적 관여는 학업성취에 직접적인 영향을 미치지 않았다. 본 연구는 귀인성향 인식이 학업동기와 행동, 그리고 궁극적으로 학업성취에 미치는 관계와 그 영향력을 살펴보았다는데 그 의의가 있다.

청소년의 그릿과 학업열의 사이의 자기회귀교차지연모형 검증: 진로결정 여부에 따른 다집단 분석

최영미,김수란 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.1

Objectives This study was to examine the longitudinal relationship between grit and academic engagement using first, third, and fifth year data of KCYPS 2018 and to verify the difference in causality according to career decision making. Methods To this purpose, after reviewing descriptive statistics and correlation coefficients, the developmental tendency of grit and academic engagement and the causal relationship direction of the two variables were confirmed through the verification of the autoregressive cross-lagged model, and used the test of the structural model invariance across the groups in the multi-group analysis was conducted to verify whether there is a difference in the causal relationship direction between the two variables depending on the career decision making. Results First, it was confirmed that the level of grit and academic engagement remained stable for five years from the first year of middle school to the second year of high school. Second, while grit has a positive effect on academic engagement, academic engagement has a negative effect on grit. Third, in the case of the career decision group, the level of grit and academic engagement was stable, grit had a positive effect on academic engagement, and academic engagement had a negative effect on grit. However, in the case of the career indecision group, only the level of academic engagement was stable, and there was no causal relationship between grit and academic engagement. Conclusions The developmental tendency of grit and academic engagement and the longitudinal causal relationship between the two variables were identified and the importance of career decision in adolescence was clarified.

청소년의 자아존중감과 협동심 및 학업열의 간의 종단적 관계

장성민 한국교육방법학회 2023 교육방법연구 Vol.35 No.4

본 연구는 청소년의 자아존중감과 협동심 및 학업열의 간의 종단적 변화양상을 살펴보고 협동심의 매개효과와 성별의 조절효과를 살펴보는 것을 목적으로 하였다. 연구대상자는 한국청소년정책연구원이 수집한 한국아동·청소년패널조사 2018(KCYPS 2018)로 중1 코호트 1차(중1), 2차(중2), 3차(중3), 4차(고1)패널 데이터를 다변량 잠재성장모형을 적용하여 분석하였다. 연구결과는 다음과 같다. 첫째, 청소년의 자아존중감과 협동심 및 학업열의는 시간의 흐름에 따라 감소하는 것으로 나타났다. 둘째, 자아존중감과 협동심 및 학업열의 간의 종단적 경로에서 자아존중감 초기치는 협동심의 초기치와 학업열의 초기치에, 자아존중감 변화율은 협동심 변화율에, 협동심 초기치는 학업열의 초기치에 정적으로 영향을 미쳤으며 자아존중감 초기치는 협동심의 변화율에, 협동심 초기치는 학업열의 변화율에 부적으로 영향을 미치는 것으로 나타났다. 반면 협동심 변화율이 학업열의 변화율에, 자아존중감 초기치와 변화율이 학업열의 변화율에 미치는 영향은 유의하지 않은 것으로 나타났다. 셋째, 자아존중감과 학업열의 간의 관계에서 협동심의 매개효과는 자아존중감 초기치가 학업열의 초기치로 이어지는 경로에 부분매개와 자아존중감 초기치에서 학업열의 변화율로 이어지는 경로에 완전매개하였다. 넷째, 성별에 따른 조절효과는 유의한 차이가 나타나지 않았다. 이러한 연구결과를 바탕으로 청소년의 학업열의를 함양하기 위한 시사점을 제안하였다. This study aimed to examine the longitudinal changes in adolescents’ self-esteem, cooperation, and academic engagement, as well as to assess the mediating effect of cooperation and the moderated effect of gender. Data were drawn from the Korean Children and Youth Panel Survey 2018 (KCYPS 2018) collected by the National Youth Policy Institute. The panel data included information from the first (1st year in middle school), second (2nd year in middle school), third (3rd year in middle school), and fourth (1st year in high school) cohorts. Multivariate latent growth models were employed for data analysis. The study yielded the following key findings: First, adolescents’ self-esteem, cooperation, and academic engagement decreased over time. Second, longitudinal relationships revealed that initial self-esteem values positively influenced initial cooperation and academic engagement values. Moreover, the rate of change in self-esteem positively affected the rate of change in cooperation, while the initial cooperation value positively influenced the initial academic engagement value. Conversely, the initial cooperation value negatively influenced the rate of change in academic engagement value. However, there were no significant effects observed between the rate of change in cooperation and the rate of change in academic engagement, as well as between the initial values and rate of change in self-esteem and the rate of change in academic engagement. Third, the mediating effect of cooperation in the relationship between self-esteem and academic engagement was partially mediated through the path from the initial self-esteem value to the initial academic engagement value and fully mediated through the path from the initial self-esteem value to the rate of change in academic engagement. Fourth, gender did not demonstrate any significant moderating effect. Based on these findings, this study proposed implications for enhancing adolescent academic engagement.

완벽주의와 학업소진 및 학업열의와의 관계에 있어서 성취목표의 매개효과

조한익,이현아 한국청소년학회 2010 청소년학연구 Vol.17 No.12

The purpose of this study was to examine the relationship among perfectionism, achievement goal, academic burnout and academic engagement in high school students. Also, this study was intended to verify whether achievement goal mediated the relationship among perfectionism, academic burnout and academic engagement. Questionnaires were administered to 392 high school students(Male:257, Female:135). The results of this study can be summarized as follows. First, perfectionism was positively correlated with achievement goal, academic burnout and academic engagement. Second, when perfectionism and achievement goal were simultaneously used as independent variables to predict academic burnout and academic engagement, both perfectionism and achievement goal turned out to be a significant predictor of academic burnout but only achievement goal turned out to be a significant predictor of academic engagement. Third, it was found that performance-avoidance completely mediated the relationship between perfectionism and academic burnout. On the other hand, master and performance-approach completely mediated the relationship between perfectionism and academic engagement. 본 연구의 목적은 고등학생을 대상으로 완벽주의, 성취목표, 학업소진 및 학업열의와의 관계를 살펴보고, 완벽주의와 학업소진 및 학업열의와의 관계에서 성취목표가 매개역할을 하는지 알아보고자 하였다. 이를 위해 고등학생 392명(남:257, 여:135)을 대상으로 설문조사 하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 완벽주의는 성취목표, 학업소진 및 학업열의와 모두 정적 상관을 나타내었다. 즉, 완벽주의일수록 성취목표 지향을 많이 하며, 완벽주의일수록 학업소진과 학업열의가 많이 나타날 수 있다는 것을 의미한다. 둘째, 완벽주의와 성취목표가 학업소진 및 학업열의에 미치는 영향에서는 학업소진의 경우, 완벽주의와 각각의 성취목표 모두가 통계적으로 유의하였다. 반면, 학업열의의 경우는 성취목표만이 통계적으로 유의하였다. 즉, 학업소진에 대해서는 완벽주의와 성취목표 모두가 잘 설명하고 있지만 학업열의에 대해서는 완벽주의보다 성취목표가 더 잘 설명하였다. 셋째, 완벽주의와 학업소진 간의 관계에서는 수행회피목표가 완전 매개한 반면, 완벽주의와 학업열의 간의 관계에서는 숙달목표와 수행접근목표가 완전 매개하였다. 이것은 완벽주의 성향이 학업소진과 학업열의와 관련성이 있지만, 완벽주의 성향 그 자체로 학업소진과 학업열의에 이르기보다는 어떠한 성취목표를 지향하느냐에 따라 학업소진에 이를 수도 있고 학업열의가 커질 수 있게 됨을 의미한다.

부모의 부정적 양육태도와 청소년의 학업성취도 간 관계에서 학업무기력과 학업열의의 이중매개효과

이시혜(Lee Si-hye),하문선(Ha Moon-sun) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.13

목적 본 연구는 부모의 부정적 양육태도와 청소년의 학업성취도 간 관계에서 학업무기력과 학업열의의 이중매개효과를 검증하기 위해 수행되었다. 방법 이를 위하여 2018한국아동⋅청소년패널조사의 중1데이터 중 청소년 2,471명(남 1,337명, 여 1,134명)을 대상으로 SPSS PROCESS Macro(Model number 6)를 적용하였다. 결과 분석결과 첫째, 부정적 양육태도는 청소년의 학업무기력과 학업열의에 유의한 영향을 미치며, 학업무기력은 학업열의와 학업성취도에 부적 영향을 미치고, 학업열의는 청소년의 학업성취도에 정적 영향을 미치는 것으로 나타났다. 둘째, 부정적 양육태도와 청소년의 학업성취도 간 관계에서 학업무기력과 학업열의의 매개효과를 검증하기 위해 Bootstrapping을 실시한 결과, 부정적 양육태도는 학업무기력과 학업열의가 순차적으로 매개하여 청소년의 학업성취도에 유의한 영향을 미치는 것으로 나타났다. 이러한 결과는 부모의 부정적 양육태도가 높을수록 청소년의 학업무기력이 높아지며 이것이 학업열의를 낮추어 결국 학업성취도에 부정적 영향을 미친다는 것을 의미한다. 결론 본 연구는 부정적 양육태도와 청소년의 학업성취도 간 관계에서 학업무기력과 학업열의의 순차적 매개효과를 구체적 밝힘으로써, 부모와 청소년 간 관계에서 작동되는 청소년들의 심리적 기제에 대한 이해를 넓혔다는 측면에서 의의가 있다. 연구결과를 토대로 시사점과 제언이 제시되었다. Objectives The purpose of this study was to verify the dual mediating effects of academic helplessness and academic engagement in the relationship between the negative parenting attitude and the adolescents academic achievement. Methods For this purpose, SPSS PROCESS Macro (Model number 6) was applied to 2,471 middle school adolescents (1,337 boys, 1,134 girls) in the 2018 Korean Children and Youth Panel Survey. Results First, negative parenting attitude has a significant effect on adolescents academic helplessness and academic engagement, and academic helplessness has a negative effect on academic engagement and academic achievement, and academic engagement was found to have a positive effect on the academic achievement of adolescents. Second, as a result of performing Bootstrapping to verify the dual mediating effects of academic helplessness and academic engagement in relationship between negative parenting attitude and adolescents academic achievement, negative parenting attitudes were found to have a significant effect on adolescents academic achievement by sequentially mediating academic helplessness and academic engagement. Conclusions This study is meaningful in that it broadens the understanding of the psychological mechanisms of adolescents that operate in the relationship between parents and adolescents by specifically clarifying the sequential mediating effects of academic helplessness and academic engagement in the relationship between negative parenting attitudes and adolescents academic achievement. Implications and suggestions were presented based on the research results.