일반계 고등학생의 학교만족도 결정요인

다국어 초록 (Multilingual Abstract)

Outcomes of schooling are divided into academic achievement as an objective result and student's
school satisfaction as a subjective one. During the past years, however, the researches on outcomes
of schooling have laid disproportionate emphasis on academic achievement, while placing insufficient
emphasis on student's school satisfaction.
With this in mind, this study attempts to explore determinants of student's school satisfaction, to
examine their causal relations and to try to find an effective way of raising the level of student's
school satisfaction. It used a sample from the 'An Analytical Study on the Qualitative Level and
Actual Condition of School Education: the Case of High School', conducted by the Korean
Educational Development Institute in 2003, and employed a structural equation modeling. This
analysis shows that relationship among students, relationship between teachers and students,
satisfaction with teaching and instruction, and intrinsic learning motivation are positive factors on
student's school satisfaction, while academic achievement is statistically insignificant. Meanwhile, the
direct effect of socioeconomic background has a negative relationship with school satisfaction.
However, its positive indirect effect exceeds negative direct effect, so that its overall effect proves to
be positive.
These results imply that careful attention must be placed not only on cognitive aspects of
schooling such as academic achievement and instruction but also on student's building up of social
relationships in school. In particular, special consideration is needed for students from low class so
that they are not alienated from establishing friendly relationships with their teachers and classmates
nor from having constructive learning motivations.

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