중국 청소년의 또래협력에 미치는 또래관계, 학교소속감, 학교풍토의 영향 = The Effects of Peer Relations, School Belonging, and School Climate on Peer Cooperation among Chinese Adolescents

국문 초록 (Abstract)

본 연구는 반두라의 사회인지이론에 근거하여, 또래관계의 질이 학교 소속감과 학교풍토에 대한 인식을 매개로 중국 청소년의 또래협력과 어떻게 관련되는지를 분석하였다. 이를 위해 OECD 2019년 사회 정서 역량 조사(Survey on Social and Emotional Skills, SSES)의 중국 표본을 활용하였으며, 10세 초등학생 2,048명을 대상으로 분석하였다. SSES 학생 설문에 포함된 표준화된 리커트 척도를 사용하여 또래관계, 학교소속감, 학교풍토, 또래협력 수준을 측정하고, 연구변인의 신뢰도 및 타당도 검증 후 구조방정식모형을 적용하여 변인 간 경로와 매개 효과를 검증하였다.
주요 연구결과는 다음과 같다. 먼저 또래관계는 또래협력에 유의한 정적 영향을 미쳤으며, 또래와의 상호작용을 긍정적으로 경험할수록 타인을 돕고 협력 활동에 참여하려는 의지가 강해지는 것으로 나타났다. 다음으로 또래관계는 학교소속감과 학교풍토에 대한 인식에 유의하게 영향을 미쳤고, 학교소속감과 학교풍토는 모두 또래협력에 정적인 영향을 줄 뿐 아니라, 또래관계와 또래협력 간 인과관계에서 중요한 매개역할도 수행하였다. 마지막으로 또래관계 수준이 높아질수록 학교소속감이 함께 향상되고, 강화된 소속감은 학교풍토에 대한 긍정적 평가를 높이며, 이러한 일련의 변화가 궁극적으로 더 높은 수준의 또래협력으로 이어지는 순차적 영향 양상을 보여 주었다.
요약하면, 본 연구결과는 사회정서학습 맥락에서 이해되는 사회인지이론의 관점과 부합한다. 또한 학생들이 경험하는 학교소속감과 학교풍토에 대한 인식이 일련의 단계적 과정을 거쳐 또래협력 행동과 연결됨을 검증하였다. 이는 교육 현장에서 학생들의 또래협력적 성향을 강화하기 위해서는 협동학습 과제를 제시하는 데 그치지 않고, 상호 지지적인 또래관계를 형성하고 학교 공동체에 대한 소속감을 강화하며, 공정하고 협력을 장려하는 학교풍토를 조성할 필요가 있음을 시사한다.

다국어 초록 (Multilingual Abstract)

Based on Bandura's social cognitive theory, this paper investigates whether the quality of peer relations relates to adolescents' peer cooperation via two mediators, school belonging and school climate. The data from the Suzhou sample of the OECD 2019 Survey on Social and Emotional Skills, and 2048 ten year old students were available for analysis. Peer relations, school belonging, school climate and peer cooperation were measured using standardized Likert type scales from the student questionnaire. After data cleaning and tests of reliability and validity, structural equation modeling was used to test a path model linking four variables.
The analysis produced three main results. First, peer relations had a clear and significant positive direct effect on peer cooperation. Students who reported warmer, more supportive and more respectful interactions with classmates tended to be more willing to help others. Peer relations were also positively associated with school belonging and school climate. When peer relations were more positive, students were more likely to feel accepted and valued in their class and school, more likely to perceive the school environment as fair, safe and mutually supportive. Second, school belonging and school climate each contributed positively to peer cooperation and functioned as mediating links between peer relations and peer cooperation. Students with stronger school belonging and more positive perceptions of school climate reported higher levels of helping, shared responsibility and active participation in cooperative activities. Third, the results showed that more positive peer relations were associated with stronger school belonging, which in turn was linked to more positive evaluations of school climate and to higher levels of peer cooperation, suggesting a sequential relationship between emotional identification with school and perceptions of the school environment.
Overall, the findings are broadly consistent with the principle of social cognitive theory as it is used in research on social and emotional learning. At the same time, they point to a sequential process in which students' emotional identification with school belonging shapes their perceptions of the school climate and, in turn, is carried through to their peer cooperation behavior. For educational practice, the results suggest that if schools wish to strengthen students' willingness to engage in peer cooperation, it is not enough simply to design cooperative learning tasks more effectively. They also need to create a supportive peer environment, strengthen students' sense of school belonging, and help them experience a school climate that feels fair, safe and favorable to cooperation.

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 2. Research Purpose 6
• 3. Research Questions 7
• Ⅱ. Theoretical Background 9
• 1. Social Cognitive Theory 9
• 2. Research Framework 11
• 3. Review of Variables 15
• 4. Relationships among Variables 24
• 5. Theoretical models and Hypotheses 28
• Ⅲ. Research Methods 32
• 1. Participants 32
• 2. Measurements 35
• 3. Research　Procedures 39
• Ⅳ. Results 41
• 1. Description of Basic Sample Characteristics 41
• 2. Reliability Analysis 42
• 3. Validity Analysis 43
• 4. Basic Description of Statistics 49
• 5. Correlation Analysis of Variables 52
• 6. Structural Equation Model 53
• 7. Analysis of Mediating Effects 56
• Ⅴ. Discussion and Conclusion 59
• 1. Discussion 59
• 2. Conclusion 68
• 3. Implications 70
• 4. Limitations 73
• References 77
• Abstract 88