기대 및 가치 신념이 청소년의 학업 성취와 주관적 안녕감에 미치는 영향 = The relationship between expectancy-value, academic achievement, and subjective well-being in adolescents

국문 초록 (Abstract)

본 연구에서는 중학생의 학업 성취와 주관적 안녕감, 학업 성취 기대, 학업 성취 가치, 흥미 가치 및 부모기대 간의 상호 관련성과 학생들이 지각하는 기대 및 가치신념이 그들의 학업 성취와 주관적 안녕감에 미치는 직․간접 효과를 살펴보고자 하였다. 본 연구의 최종분석 대상은 서울과 경기에 소재한 6개 중학교에 재학 중인 569명의 학생들이 최종 분석 대상으로 선정되었으며, 이들의 평균 연령은 15.37세이었다. 본 연구 결과, 학업 성취 기대 및 가치와 흥미가치는 학업 성취 및 주관적 안녕감과 유의한 정적 상관을 보인데 반해, 부모 기대는 주관적 안녕감과는 부적 상관을 보였으며, 학업 성취와는 정적 상관을 보였다. 부모기대는 학업 성취 가치와 학업 성취 기대를 거쳐 학생들의 학업 성취에 정적으로 간접적인 영향을 주었으며, 주관적 안녕감은 학업 성취에 정적으로 직접적인 영향을 주는 반면, 학업 성취는 주관적 안녕감에 부적으로 직접적인 영향을 주는 것으로 나타났다. 이와 아울러 부모 기대는 주관적 안녕감에 부적으로 직접적인 영향을 주는 것으로 나타났다. 따라서 부모가 자녀의 학업에 대한 기대를 과도하게 할수록, 자녀의 주관적 안녕감은 오히려 저하되는 것으로 나타나 자녀를 양육하는 부모들은 이에 대한 주의가 요구된다.

다국어 초록 (Multilingual Abstract)

The study was to analyze the causal relationships among academic achievement and subjective well-being, other variables such as students' perceived academic achievement expectation, achievement value, interest value, and parent expectation of students' academic achievement. The subjects were 569 middle school students in Seoul and Gyeonggi Province. Their average age was 15.37 years. Measures of students' perceived academic achievement expectation, achievement value, interest value, parent expectation of students' academic achievement, academic achievement and subjective well-being were administered.
Structural equation modeling techniques were used to test the relationships among the variables. It was found that academic achievement value affected students' academic achievement via academic achievement expectation and also directly affected subjective well-being. Parent expectation of students' academic achievement affected students' academic achievement via both students' perceived academic achievement expectation, and their subjective well-being. Students' interest value affected their academic achievement via their subjective well-being.

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