고등학생의 창의·인성, 친구관계, 교사관계, 자기주도학습의 구조관계 분석 = Structural Relationship Analysis of Creativity and Character, Friendships, Teacher-Student Relationships, and Self-Directed Learning in High School Students

다국어 초록 (Multilingual Abstract)

This study utilized Structural Equation Modeling (SEM) to analyze the relational influences among creativity-character, friend relationships, teacher relationships, and self-directed learning in high school students. The objective was to explore these dynamics and propose evidence-based educational policy enhancements. We utilized the secondary (high school) panel data from the 6th year (2022) of the Daegu Education Longitudinal Study (DELS). Key findings are as follows: First, descriptive statistics for the variables were highest in the order of friend relationships, teacher relationships, self-directed learning, and creativity-character. The highest correlations were observed between self-directed learning and teacher relationships, followed by self-directed learning and creativity-character. Second, the selected variables satisfied all conditions for convergent and discriminant validity via Confirmatory Factor Analysis (CFA). All five pathways in the final structural model were statistically significant. Causal effect analysis confirmed that the independent variable, creativity-character, had both positive direct and indirect effects on the dependent variable, self-directed learning.
Furthermore, creativity-character exerted a greater influence on teacher relationships than on friend relationships; similarly, teacher relationships demonstrated a greater effect on self-directed learning than friend relationships. A discussion and policy recommendations are provided based on these results.