청소년의 목표의식, 자기조절학습전략, 진로성숙도 간 관계에서 교사의 평가활동의 조절된 매개효과 = The Moderated Mediation Effect of Teachers’ Assessment Practices on the Relationship Among Adolescents’ Goal Consciousness, Self-Regulated Learning Strategies, and Career Maturity

다국어 초록 (Multilingual Abstract)

This study aims to examine whether adolescents’ goal consciousness impacts career maturity through self-regulated learning strategies and to determine the moderated mediation effect of teachers’ assessment practices. Using data from 3,642 adolescents in the second wave (2022) of the SELS 2020 middle school panel, latent moderated structural equation modeling was conducted. The results are as follows: First, adolescents’ goal consciousness had a significant effect on self-regulated learning strategies, and teachers’ assessment practices significantly moderated this relationship. As adolescents’ perceptions of teachers’ assessment practices increased, the effect of their goal consciousness on self-regulated learning strategies became stronger. Second, both the mediating effect of self-regulated learning strategies on the relationship between adolescents’ goal consciousness and career maturity and the moderated mediating effect of teachers’ assessment practices in these relationships were found to be significant. The findings indicate that strengthening adolescents’ goal consciousness and self-regulated learning strategies is crucial for fostering career maturity. It also indicates that the relationships among goal consciousness, self-regulated learning strategies, and career maturity are not consistent and may vary depending on educational contexts such as teachers’ information-providing assessment practices.