초·중·고등학생의 지적능력에 대한 신념에 영향을 미치는 환경적 특성 변인 탐색 = Facilitating factors on one's beliefs about intelligence: An examination of elementary, junior-high, and high school students

다국어 초록 (Multilingual Abstract)

This study was to examine whether students' family environments and school environments influence their beliefs about intelligence. Subjects were 649 elementary students, 640 junior-high school students, and 586 high school students in Seoul, Korea. Pearson's correlations indicated that students' beliefs about intelligence was associated with three sub-factors of family processes, process-oriented discipline of parents, parental autonomy support, three sub-factors of school capital, learning environment, teachers' behavior. A series of hierarchical multiple regression analyses were conducted at each school level in explaining students' beliefs about intelligence. Results are as followed. For elementary school students, personal growth, parental autonomy support, process-oriented discipline of parents, and instructional context of school capital predicted their beliefs about intelligence. For junior-high school students, parental autonomy support, relationship dimension of family process, and process-oriented discipline of parents predicted their beliefs about intelligence. For high school students, process-oriented discipline of parents, parental autonomy support, and instructional context of school capital predicted their beliefs about intelligence.

국문 초록 (Abstract)

본 연구에서는 초·중·고등학교 시기에 학생들의 가정 및 학교환경이 이들의 지적능력에 어떠한 영향을 주는지를 알아보고자 하였다. 이를 위해 학생들의 지적능력에 대한 신념과, 가정환경(가정의 심리적 환경, 부모의 자녀교육관, 부모의 자율성지지)과 학교환경(학교자본, 학습환경, 교사행동) 특성들 간 차이가 있는지, 이들 변인이 학생들의 지적능력에 대한 신념과 상호관련성이 있는지, 그리고 학생들의 지적능력에 대한 신념에 이들 특성 변인들이 어떠한 영향을 주는지를 분석하였다. 본 연구의 표집대상은 초·중·고등학생 1875명이었으나, 이들 중 응답이 불성실한 학생 205명을 제외한 1670명을 최종분석대상으로 하였다. 학생들의 지적능력에 대한 신념과 유의미한 상관을 보이는 변인들을 예측변인으로, 그리고 지적능력에 대한 신념을 준거변인으로 선정한 후 학교급별 다중회귀분석을 수행하였다. 그 결과, 초·중·고등학생 모두 가정환경 특성 중 부모의 자녀교육관의 ‘과정지향’ 요인과 부모의 자율성 지지가 이들의 지적능력에 대한 신념을 예언하는 변인으로 나타났으며, 학교환경 특성 중 학교자본의 ‘교수적’ 요인은 초등학생과 고등학생의 지적능력에 대한 신념을 예언하는 변인으로 나타났다. 이와 더불어 초등학생의 경우에는 가정의 심리적 환경의 ‘개인적 성장’ 요인이 이들의 지적능력에 대한 신념을 가장 강력하게 예언하는 변인이었다. 중학생의 경우, 가정의 심리적 환경의 ‘대인적 관계’ 요인 또한 이들의 지적능력에 대한 신념을 예측해주는 변인으로 나타났다.

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