지각된 유능감과 교실목표구조에 의한 동기 변인 예측에 있어서 사회적 지지의 매개효과

국문 초록 (Abstract)

이 연구에서는 수학과 영어 교과를 중심으로 학습자 개인의 지각된 유능감과 교실목표구조, 사회적 지지 및 학습동기 변인 사이의 관련성을 조사하였다. 특히 사회적 지지 변인인 교사지지와 동료 지지가 교실목표구조와 동기 변인 사이를 매개하는지 여부를 구조방정식모형(SEM)의 적용을 통해 분석하였다. 중학교 2학년 학생 329명을 대상으로 실시한 설문의 응답을 분석한 결과, 몇 가지 흥미로운 결과가 관찰되었다. 첫째, 지각된 유능감은 수학과 영어 두 교과 모두에서 교사와 동료지지 및 자기효능감, 숙달목표, 수행접근목표, 그리고 긍정적 교실정서를 정적으로 예측하였다. 둘째, 교실숙달 목표구조는 두 과목 모두에서 교사지지, 동료지지, 숙달목표를 정적으로 예측한 반면, 교실수행목표 구조는 교사지지와 동료지지는 부적으로, 수행접근목표, 수행회피목표 및 시험불안은 정적으로 예측 하였다. 셋째, 교사지지 변인은 예상과 달리 긍정적 교실정서 뿐 아니라 시험불안의 정적 예측변인으로 작용하였다. 반면, 동료지지는 두 과목 모두에서 숙달목표의 정적 예측변인으로 나타났다. 넷째, 교사지지와 동료지지 변인의 매개효과를 검증한 결과, 이들 두 사회적 지지 변인은 지각된 유능감 및 교실목표구조가 학습자의 인지적?정서적 동기 변인을 예측하는데 있어서 부분적인 매개변인의 역할을 수행하는 것으로 밝혀졌다. 이들 사회적 지지 변인의 매개효과는 교과에 따라 약간의 차이를 보였으나, 전반적으로는 일관된 양상을 보였다.

다국어 초록 (Multilingual Abstract)

We investigated the relationship between perceived competence, classroom goal structures, social support, and motivation variables in math and English with a group of 300 middle school students. In particular, mediating effects of social support variables were tested using structural equation modeling. Consistent with previous research, perceived competence positively predicted teacher support, peer support, self-efficacy, mastery goals, performance-approach goals, and positive classroom affect. Whereas classroom mastery goal structures positively predicted teacher support, peer support, and mastery goals, classroom performance goal structures negatively predicted teacher support and peer support, while positively predicting performance-approach and -avoidance goals and test anxiety. Teacher support was a positive predictor of positive classroom affect as well as performance-avoidance goals and test anxiety. Peer support was a positive predictor of mastery goals. The two social support variables, teacher support and peer support, mediated the predictive relationships of perceived competence and classroom goal structures with motivation variables. The pattern was generally consistent across math and English, although some mediation paths differed between the two subjects.

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