중학생의 자율성 및 유능성 욕구 만족, 희망적 사고, 학습관여 간의 구조적 관계분석: 희망적 사고의 매개효과를 중심으로 = Psychological Need Satisfaction and Academic Engagement: The Mediating Effect of Hopeful Thinking

다국어 초록 (Multilingual Abstract)

The purpose of this study is to verify the structural relationships among autonomy need satisfaction, competence need satisfaction, hopeful thinking and academic engagement to examine the psychological foundation to promote hopeful thinking and why autonomy need satisfaction and competence need satisfaction support academic engagement in classroom learning activities. Using both self-determination theory and hope theory, this study investigated whether hopeful thinking mediates the otherwise direct effects that both autonomy need satisfaction and competence need satisfaction have on classroom engagement. Five hundred thirteen students self-reported their class-specific autonomy need satisfaction, competence need satisfaction, academic engagement and hopeful thinking. A structural equation modeling analysis showed that even considering the direct effects of two need satisfactions (autonomy, competence) on academic engagement, hopeful thinking fully mediated the relation between autonomy need satisfaction and academic engagement. Also, hopeful thinking partially mediated the relation between competence need satisfaction and academic engagement. These findings have theoretical implications to integrate hope theory into the existing self-determination theory literature and shed light on importance of basic psychological need satisfaction (autonomy, competence) and hopeful thinking in educational settings.

국문 초록 (Abstract)

본 연구는 자기결정이론과 희망이론에 근거하여, 인간의 심리적 기본욕구인 자율성 및 유능성 욕구 만족이 희망적 사고를 매개로 하여 학습관여를 예측한다는 연구모형을 상정하고, 이들 변인간의 구조적 관계를 검증하는데 목적을 두었다. 본 연구에는 중학생 513명이 참여하였으며, 이들은 학습상황에서의 자율성 및 유능성 욕구 만족과 희망적 사고, 학습관여 수준을 자기보고식으로 평정하였다. 구조방정식 모형을 통해 연구모형의 적합도와 매개효과를 검증한 결과, 두 가지 심리적 욕구(자율성, 유능성) 만족이 학습관여에 미치는 직접적 영향을 고려했음에도, 학습자의 희망적 사고는 자율성 욕구의 만족과 학습관여 간의 관계를 완전 매개하였고, 유능성 욕구 만족과 학습관여 간의 관계를 부분 매개하는 것으로 나타났다. 본 연구는 학습자의 자율성 및 유능성 욕구만족과 학습관여 간의 관계를 파악할 때 희망적사고와 같은 심리적 변인이 함께 고려되어야 할 필요가 있음을 시사한다. 이러한 연구 결과는 자기결정이론과 희망이론을 연계하는 이론적 시사점을 지니며 교육현장에서의 자율성 및 유능성 욕구 만족과 희망적 사고의 중요성을 재조명해준다.

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