지각된 부모의 학업지원, 성취기대, 일상통제가 학업성취 수준에 따라 자기결정성 동기에 미치는 영향

국문 초록 (Abstract)

본 연구의 목적은 지각된 부모의 학업지원, 성취기대, 일상통제가 자녀의 자기결정성 동기에 영향을 미칠 때 자녀의 학업성취 수준이 조절변인으로 작용하는지를 확인하는 것이다. 부모는 자녀가 자기결정성을 형성하는데 영향을 미치는 주요한 요인이며, 이때 자녀의 성취수준은 자율성, 유능성 및 관계성에 영향을 미치는 주요한 조절변인이 될 수 있다. 즉, 자녀의 성취수준에 따라 부모의 학업지원, 성취기대, 일상통제가 자녀의 자기결정성에 미치는 영향이 달라질 수 있는 것이다. 이를 확인하기 위해 한국교육개발연구원의 한국교육종단연구(Korean Education Longitudinal Survey) 자료를 가지고 학업성취 수준에 따른 조절효과를 다집단 분석을 통해 수행하였다. 연구 결과, 학업성취 수준에 따라 지각된 부모의 학업지원, 성취기대, 일상통제가 자녀의 자기결정성 동기유형에 차별적으로 영향을 미침을 확인하였다. 구체적으로 상위 집단은 부모의 학업지원이 자기결정성 동기에 긍정적 영향을 미치는 반면, 성취기대와 일상통제는 자녀의 자기결정성 동기에 부정적인 영향을 주는 것으로 나타났다. 반면, 하위 집단은 부모의 학업지원, 성취기대, 일상통제 모두가 자녀의 자기결정성에 상대적으로 긍정적인 영향을 주었다. 또한, 전체적으로 이들 변인들이 자기결정성을 설명하는 정도에 있어서는 상위 집단이 하위 집단보다 더 많은 설명력을 갖는 것으로 나타났다. 이는 학생의 성취수준에 따라 부모 관여가 자녀의 자기결정성에 미치는 영향의 패턴과 정도가 달라지며, 자녀의 자기결정적 학업행동 지원을 위해서는 이들의 학업성취 정도를 고려하여 부모 관여가 이루어져야 함을 시사한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the moderating effect of academic achievement level on perceived parental academic support, achievement expectation and daily control that affect children`s self-determination in learning. Parents serve as a core factor in forming children`s self-determination. In that course, the academic achievement level can be a moderating variable by affecting children`s autonomy, competence and relatedness with parents. That is, the influence of the parental involvement on student`s self-determination could be varied by children`s achievement. Using the second year data of Korean Education Longitudinal Survey, we performed a multi-group analysis to examine the moderating effect of the academic achievement level. As a result, perceived parental academic support, achievement expectation and daily control were found to have differential effects on children`s self-determination according to their academic achievement level. Concretely, as for the high-achieving group of students, parental academic support influenced positively self-determination, but, perceived parental academic expectation and daily control had negative impacts on children`s self-determination, whereas parental academic support, academic expectation and daily control had a relatively positive influence in the low-achieving group. In addition, these factors of parental involvement explained children`s self-determination in the high-achieving group more than the low-achieving group. Conclusively, it is suggested that the patterns and degrees of influence of parent`s involvement on children`s self-determination depend on children`s achievement level and, thus, parents need to consider their children`s academic achievement level in deciding their involvement for children`s self-determined learning.

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