고등학생의 학업성취와 학업적 자기효능감, 지각된 교사기대, 가정환경요인 간의 관계 연구 = The Analysis of Relations between Academic Achievement, Academic Self-efficacy, Perceived Teacher Expectancy, and Home Environment

다국어 초록 (Multilingual Abstract)

The Analysis of Relations between Academic Achievement, Academic Self-efficacy, Perceived Teacher Expectancy, and Home EnvironmentShin, Jong-HoShin, Tae-Seob The purpose of this study was to examine the relations between academic achievement, academic self-efficacy, perceived teacher expectancy, and home environment. The study investigated the relations of psychological factors which were thought to have an influence on 437 Korean high school students by using a structural equation modeling. The result showed that the effect of academic self-efficacy on the academic achievement was stronger than the effect of perceived teacher expectancy on the academic achievement. However, when the home environment was included in the model, its result was different. The effect of academic self-efficacy on the academic achievement was still stronger than the effect of perceived teacher expectancy on the academic achievement. However, both of them were not statistically significant. In addition, the direct effect of home environment on the academic achievement was stronger than the indirect effect of home environment mediated by the academic self-efficacy and perceived teacher expectancy on the academic achievement. The indirect effect was not statistically significant. In conclusion, the results of this study confirmed that academic self-efficacy is an important psychological factor in predicting academic achievement. In addition, the home environment had the strongest effects on the academic achievement among various factors.

국문 초록 (Abstract)

본 연구는 우리나라 고등학생의 학업성취에 영향을 미치는 고유한 개인 심리요인들 중 학업적 자기효능감과 지각된 교사기대 요인과 개인을 둘러싼 가정환경요인이 학업성취에 미치는 영향을 구조방정식모형을 통하여 살펴보았다. 이를 위하여 서울 S 고등학교 1학년 학생 437명을 대상으로 가정환경검사, 심리요인검사, 학업성취도검사를 실시하였다. 연구 결과, 학업적 자기효능감이 학업성취도에 미치는 영향은 유의미한 반면, 지각된 교사 기대가 학업성취도에 미치는 영향은 유의미하지 않았다. 하지만 가정환경변인을 연구모형에 포함시킨 결과 가정환경변인이 학업성취에 미치는 직접적인 영향은 유의미한 반면, 학업적 자기효능감과 지각된 교사 기대를 매개로 가정환경변인이 학업성취도에 미치는 간접적인 효과는 유의미하지 않은 것으로 나타났다. 본 연구결과를 통해 학업적 자기효능감이 학업성취에 미치는 영향이 지각된 교사 기대가 학업성취에 미치는 영향보다 크다는 사실을 확인할 수 있었다. 또한 가정환경과 학업성취 사이의 심리요인의 매개효과가 유의미하지 않은 것으로 나타났다.

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