부모의 관여와 자율성 지지 및 아동의 자기조절능력이 학업성취에 미치는 영향 = Effects of Parental Involvement & Autonomy Support, and Children`s Self-Regulation on Academic Achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study was to provide programs that can improve children's academic achievement and baseline data that can be applied for parent education program, school education, and child-family counseling by analyzing effects of parental involvement, autonomy support, and children's self-regulation on academic achievement according to their gender. The subjects of this study consisted of 289 from the fifth grade students and 259 from the sixth grade students belonging to 24 classes at four elementary schools in Daejeon province. Questionnaires were used for data analysis. Data were analyzed by Frequency, percentage, t-test, F-test, Tukey post-hoc test, reliability analysis, factor analysis, correlation, AMOS 5.0 using SPSS 12.0 program.

The results were as follows:
First, there was difference in parental involvement and autonomy support according to children's gender.
Second, there was difference in children's self-regulation according to their gender.
Third, there was difference in children's academic achievement according to children's grade, gender, and father's job. That is, the fifth graders showed higher academic achievement than the sixth ones, and girls did that compared to boys. Also, the children of the fathers who graduated from the university showed higher academic achievement than those of the fathers who graduated from the lower school institutions than the college. Compared to the children of the fathers who engage in production/simple craft/labor, those who have the fathers whose jobs are professional/officers, businessman/mental labor, and business owner/employee in charge of service showed higher academic achievement.
Fourth, looking into the effects that parental involvement, autonomy support, and boys' self-control, self-regulation have on academic achievement, it showed that mother's involvement had an direct influence on boys' self-control, self-regulation motivation, and academic achievement while it had an indirect influence on self-regulation motivation through self-control, and academic achievement through self-regulation motivation. Mother's autonomy support showed a direct effect on self-regulation motivation, but didn't show a direct on self-control and academic achievement. It showed that father's involvement had an direct influence on boys' self-control, while it had an insignificantly indirect influence on academic achievement through self-control, self-regulation motivation. In the other hand, father's autonomy support had no influence on all of children's self-control, self-regulation motivation and academic achievement. Children's self-control had a direct influence on self-regulation motivation and an indirect influence on academic achievement through self-regulation motivation, while children's self-regulation motivation had a direct influence on academic achievement.
Fifth, looking into the effects that parental involvement, autonomy support, and girls' self-control, self-regulation have on academic achievement, it showed that both mother's involvement and autonomy support had a direct influence on girls' self-control, self-regulation motivation, and also it had an indirect influence on self-regulation motivation through self-control, and academic achievement through self-regulation motivation. It showed that both father's involvement and autonomy support had a direct effect on children's self-control, while it had an indirect effect on academic achievement through self-control and self-regulation motivation. It showed that girls' self-control had a direct influence on self-regulation motivation and an indirect influence on academic achievement through self-regulation motivation and girls' self-regulation motivation had a direct influence on academic achievement
Sixth, there was difference in parental involvement, autonomy support, and self-regulation that influence children's academic achievement according to their gender. It appeared that mother's involvement in boys had a direct influence on their academic achievement, while both parental involvement and autonomy support in girls didn't have a direct influence on their academic achievement. It appeared that a direct influence that girls' self-control had on their self-regulation motivation is greater than one that boys' self-control did. It appeared that father's autonomy support to boys had no influence on self-control and self-regulation motivation, while father's autonomy support to girls had an influence on self-control.
Seventh, the relative influence of parental involvement, autonomy support, and children's self-control, self-regulation on academic achievement was different according to children's gender. It appeared that mother's involvement in boy's case had the most influence on children's academic achievement, while self-regulation motivation in girl's case had the most influence on that.
In conclusion, this study showed that the effects of parental involvement, autonomy support, and children's self-regulation on academic achievement were different according to their gender. Therefore, the point was that this study made clear of the path where parental involvement and autonomy support through self-regulation have an influence on academic achievement.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 6
• 3. 연구모형 6
• Ⅱ. 이론적 배경 8
• 1. 아동의 학업성취 8
• 2. 부모의 관여와 자율성 지지 및 아동의 학업성취 10
• 3. 아동의 자기조절능력과 학업성취 15
• 4. 부모의 관여와 자율성 지지, 아동의 자기조절능력 및 학업성취 20
• Ⅲ. 연구방법 26
• 1. 연구대상 26
• 2. 측정도구 26
• 3. 자료분석 30
• Ⅳ. 결과 및 해석 31
• 1. 조사대상자의 일반적 배경 31
• 2. 일반적 배경에 따른 부모의 관여와 자율성 지지, 아동의 자기조절능력과 학업성취 33
• 3. 부모의 관여와 자율성 지지 및 아동의 자기조절능력이 학업성취에 미치는 영향: 성에 따른 경로모델 37
• Ⅴ. 논의 및 결론
• 1. 요약 및 논의 47
• 2. 결론 및 제언 54
• 참고문헌 57
• Abstract 68
• 질문지 72