중학교 학생들의 성취가치, 자기조절, 학업적응과 학업성취의 구조적 관계: 자아탄력성의 조절효과 = A Structural Relationship among Attainment Value, Self-regulatory Strategies, Achievement, and Academic Adjustment for Middle School Students: A Moderating Effect of Self-resilience

다국어 초록 (Multilingual Abstract)

This study examined a structural relationship among students’ academic motivation(e.g. attainment value and self-regulated strategies), achievement, and academic adjustment. We investigated how the relationship differed depending on the level of self-resilience. Korea Children and Youth Panel Survey 2010 (KCYPS 2010) data were utilized. A Structural Equation Modeling(SEM) was employed to analyze data. Results demonstrated that attainment value and self-regulated strategies (measured by behavioral control and time management) were found to be positively correlated with academic achievement and adjustment. Self-regulation mediated between attainment value and achievement/adjustment. The effect of attainment value on self-regulation and academic achievement became greater when self-resilience became greater. However, the effect of attainment value on adjustment was not different even when the level of self-resilience changed. Thus, self-resilience was found to have a moderating role in the relationship among motivation, achievement, and adjustment. Theoretical and practical implications were discussed.

국문 초록 (Abstract)

이 연구는 중학교 3학년 학생들의 성취가치, 자기조절과 학업성취, 학업적응 간의 구조적 관계가 어떠한지를 살펴보고, 자아탄력성의 수준에 따라 이들 구조적 관계가 어떤 차이를 보이는지 확인하는 데 그 목적이 있다. 이를 위해 한국아동·청소년패널조사 2010(KCYPS 2010)의 3차년도 자료를 사용하였고, 연구대상은 남학생 1,140명, 여학생 1,118명 총 2,258명이었다. 구조방정식 분석을 시도한 결과 연구모형의 적합도는 양호한 것으로 나타났다. 구체적으로 살펴보면 성취가치와 자기조절 전략(행동통제와 시간관리)은 성취도와 학업적응에 정적인 영향을 주고 있었으며, 성취가치가 높을수록 자기조절전략을 더 많이 사용하고 있음을 알 수 있었다. 또한 자기조절 전략은 성취가치와 학업성취, 학업적응을 매개하는 역할을 하고 있었다. 마지막으로 상호작용 효과 분석 결과, 자기조절, 성취도에 대한 성취가치의 효과는 자아탄력성이 더 클수록 높고, 학업적응에 대한 성취가치의 효과는 탄력성의 수준에 따라 달라지지 않음을 발견하였다. 이는 자아탄력성이 학습관련 인지적, 동기적 변인에 긍정적인 영향을 주고 있음을 시사해 준다.

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