초등학생이 인식하는 자율성지지와 통제 방식이 또래동기분위기와 정서에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study aimed to examine the impact of elementary school students’ perceptions of their teachers’ coaching styles on students’ emotional experiences, and to analyze the mediating effect of peer motivational climate in this relationship. To this end, a survey was conducted among 256 students enrolled in elementary schools located in Region A. The questionnaire measured perceptions of coaching styles, peer motivational climate, and emotional states. The collected data were analyzed using SPSS and AMOS for descriptive statistics, reliability analysis, confirmatory factor analysis (CFA), correlation analysis, regression analysis, and mediation testing through PROCESS Macro (Model 4). The results are as follows. First, autonomy-supportive coaching had a significantly positive effect on task-oriented motivational climate and positive emotion, and a significantly negative effect on ego-oriented motivational climate. Its effect on negative emotion was negative, but not statistically significant. Second, controlling coaching had a significantly positive effect on ego-oriented motivational climate and negative emotion. Although it showed negative and positive effects on task-oriented motivational climate and positive emotion, respectively, these effects were not statistically significant. Third, task-oriented motivational climate had a significantly positive effect on positive emotion and a significantly negative effect on negative emotion. In contrast, ego-oriented motivational climate negatively influenced positive emotion without statistical significance but had a significantly positive effect on negative emotion. Fourth, peer motivational climate was found to mediate the relationship between autonomy-supportive coaching and students’ emotional outcomes. In conclusion, autonomy-supportive coaching by teachers serves as a key social and environmental factor that promotes positive peer interactions and enhances students’ emotional well-being. On the other hand, controlling coaching may act as a negative influence, potentially leading to peer conflict and increased negative emotions. Keywords: autonomy support, controlling style, task-oriented motivational climate, ego-oriented motivational climate, positive emotion, negative emotion.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 8
• 3. 연구가설 9
• II. 이론적 배경 10
• 1. 교사의 코칭 방식 10
• 2. 정서 12
• 3. 또래동기분위기 15
• III. 연구방법 17
• 1. 연구대상 17
• 2. 조사 도구 18
• 3. 자료 수집 20
• IV. 연구결과 21
• 1. 확인적 요인분석 21
• 2. 기술통계 25
• 3. 상관분석 28
• 4. 회귀분석 29
• 5. 매개효과 31
• V. 논의 34
• VI. 결론 및 제언 41