기본심리욕구와 수업참여를 매개로 한 학생-교사애착관계와 학업성취 간 관계 : 교사지지와 학생-교사애착관계의 의미와 역할의 차이를 중심으로 = (The) relationship between student-teacher attachment relationships and academic achievement mediated by basic psychological needs and academic engagement: differences in the meaning and functions of teacher support and student-teacher attachment relationships

다국어 초록 (Multilingual Abstract)

It has been said that teacher support positively contributed to students’ academic achievement.
Results, however, are inconsistent because many researchers do not consider both their interpretations about the concept of teacher support and mediating variables of education result including teacher support and academic achievement. Therefore, this study investigated relationships among teacher support that students perceived, basic psychological needs including autonomy, competence and relatedness, academic engagement and academic achievement. Also, we identified differences in the meaning and functions of teacher support and student-teacher attachment relationships and then verified mediating effects of basic psychological needs and academic engagement by analyzing how those relationships changed when a teacher support model involved student-teacher attachment relationships factor that emphasized aspect of interaction between teacher and student.
Furthermore, we examined gender difference whether female students, who were relationship-oriented, were more affected than male students in student-teacher relationships. 664 students took part in this study. They were the first and the sophomore year of 10 different middle schools in Chungcheong-do and Gyeongsang-do. We examined aforementioned subjects for inquiry using various methods such as correlation analysis, structural equation modeling analysis and multiple group analysis. As a consequence of analysis, all models in this study such as basic model and research model were acceptable for their goodness of fit.
The results are listed below.
First, we confirmed that there was not only mediating effect of academic engagement between teacher support and academic achievement for the model based on teacher support, but also mediating effect of basic psychological needs in the relationship of teacher support and academic engagement. Competence had most significant mediating effect and then the next were relatedness and autonomy. On the other hand, mediating effect of basic psychological needs between teacher support and academic achievement without academic engagement was not significant, and all sub-factors of basic psychological needs significantly influenced on academic achievement through academic engagement.
Second, we analyzed a research model involved student-teacher attachment relationships. Results showed that direct influence of teacher support to basic psychological needs and academic engagement disappeared from the basic model except direct influence of teacher support to academic engagement in the model including relatedness, but student-teacher attachment relationships factor directly affected basic psychological needs and academic engagement. It means teacher-student relationships have an independent influence different from teacher support.
There was a significant effect of academic engagement that mediated between teacher-student relationships and academic achievement in consequence of verification about mediating effect of basic psychological needs and academic engagement in research model including teacher-student relationships. But no mediating effect of basic psychological needs was found because direct influence from basic psychological needs to academic achievement was not significant.
It turns out that basic psychological needs only influence academic achievement through academic engagement.
Each of sub factors of basic psychological needs between student-teacher attachment relationships and academic engagement had partially mediating effect. Among sub factors of basic psychological needs, specifically, competence had most significant mediating effect compared with relatedness and autonomy.
Third, we examined whether there was gender difference in the research model including teacher-student relationships by using multiple group analysis and we found there was no significant difference. It means research model including student-teacher attachment relationships can be applied regardless of gender.
In this study, we clarified the structure of relationships among teacher support, student-teacher attachment relationships, basic psychological needs and academic engagement that affected academic achievement. Also, we identified an independent influence of student-teacher attachment relationships and the importance of student-teacher relationships as well. In addition, we demonstrated that relationships between teacher and student had significantly impact on academic achievement through mediating effects of basic psychological needs and academic engagement of students.

국문 초록 (Abstract)

교사지지는 학생들의 학업성취에 긍정적인 기여를 하는 것으로 보고되고 있다. 그러나 그 결과는 일관되지 못한데, 그 이유는 교사지지 요인의 의미에 대한 연구자들 간 다른 해석과 교사지지와 학업성취를 비롯한 교육결과요인을 매개하는 요인들을 고려하지 않았기 때문이다. 따라서 본 연구에서는 학생이 지각한 교사지지와 자율성, 유능성 및 관계성을 포함하는 기본심리욕구, 수업참여, 학업성취 간의 관계를 살펴보았다. 그리고 교사지지에 기반하는 모형에 보다 교사와 학생의 상호작용적 측면을 강조하는 학생-교사애착관계요인을 포함시켰을 때 연구변인들 간 관계가 어떻게 변화되는지를 분석함으로써 교사지지와 학생-교사애착관계의 개념차이를 확인하고 기본심리욕구와 수업참여의 매개효과를 검증하였다. 더 나아가서 관계지향적으로 인식되는 여학생의 경우가 남학생보다 교사-학생 관계 영향의 정도가 더 큰지 성별의 차이를 검증하였다.
본 연구에 참여한 연구대상은 충청도와 경상도의 10개 중학교 1, 2학년생 664명이었으며, 상관분석 및 구조방정식모형분석, 다중집단분석을 활용하여 전술한 연구문제를 검토하였다. 구체적인 분석과 관련하여 연구에서 활용된 기본모형, 연구모형 등의 모형 적합도를 분석한 결과 모든 모형이 일단 적합한 것으로 파악되었다.
본 연구의 연구결과는 다음과 같다. 첫째, 교사지지를 기본으로 하는 모형에서 교사지지와 학업성취 간에 수업참여의 매개효과가 있었으며 교사지지와 수업참여의 관계에서 기본심리욕구의 매개효과 또한 검증되었다. 기본심리욕구의 하위요인들 중에서 유능성의 매개효과가 가장 컸으며 관계성, 자율성의 순으로 매개효과의 크기에 차이가 있었다. 그러나 교사지지와 학업성취 간에 기본심리욕구의 매개효과는 수업참여를 거치지 않고서는 유의하지 않았으며 기본심리욕구의 하위요인들 모두는 수업참여를 매개로 학업성취에 유의한 영향을 미쳤다.
둘째, 교사지지를 기반으로 한 기본모형에 학생-교사애착관계요인을 포함시킨 연구모형을 분석하였다. 분석결과 단지 관계성을 포함한 모형에서 교사지지가 수업참여로 가는 직접적 영향력만이 유의했을 뿐, 기본모형에서 교사지지가 기본심리욕구와 수업참여로 가는 직접적 영향력은 사라지고 학생-교사애착관계 요인이 기본심리욕구와 수업참여에 직접적으로 영향을 미치는 것으로 드러났다. 이는 교사-학생 관계요인이 교사지지와는 다른 독립적인 영향력을 가지고 있다는 것을 의미한다.
교사-학생관계가 포함된 연구모형에서 기본심리욕구와 수업참여의 매개효과를 검증한 결과 교사-학생관계와 학업성취를 매개하는 유의미한 수업참여효과가 발견되었으며 이에 비해 기본심리욕구의 매개효과는 유의하지 않은 것으로 나타났다. 기본심리욕구의 매개효과가 없었던 이유는 기본심리욕구에서 학업성취로 가는 직접적 영향력이 유의하지 않았기 때문이다. 기본심리욕구 요인은 오로지 수업참여를 매개로 하여서만 학업성취에 유의한 영향을 미치는 것으로 나타났다.
학생-교사애착관계와 수업참여 간에 기본심리욕구의 하위요인들 각각은 부분매개 효과가 있는 것으로 나타났다. 구체적으로 기본심리욕구의 하위요인 중에서 유능성의 매개효과가 가장 컸으며 관계성, 자율성의 순으로 매개효과의 크기에 차이가 있었다.
셋째, 학생-교사애착관계가 포함된 연구모형이 남녀 학생집단에 따라 다른지 혹은 동일한 지 다중집단 분석을 통해서 검증한 결과 두 집단 간 모형의 차이가 없이 동일한 것으로 나타났다. 이는 학생-교사애착관계 모형이 성별에 상관없이 적용될 수 있다는 것을 의미한다.
본 연구를 통해서 학업성취에 영향을 미치는 교사지지, 학생-교사애착관계, 기본심리욕구, 수업참여 간의 관계구조를 밝혔다. 그리고 교사지지와 더불어 학생-교사애착관계의 독립적 영향력을 확인하고 학생과 교사 관계요인의 중요성을 확인할 수 있었다. 그에 더하여 교사와 학생 관계 요인은 학생의 기본심리욕구와 수업참여를 통해서 학업성취를 신뢰롭게 설명하고 있다는 것을 보여주었다.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 연구변인들의 용어정의 9
• Ⅱ. 이론적 배경 11
• 1. 교사의 교육역량에서 교사-학생관계의 중요성 11
• 2. 학생-교사애착관계와 교사지지의 의미와 차이점 19
• 3. 학생-교사애착관계, 교사지지, 학업성취의 관계 24
• 4. 학생-교사애착관계와 교사지지가 학업성취에 미치는 영향에서 기본심리욕구와 수업참여의 매개효과 26
• 5. 연구모형 38
• Ⅲ. 연구방법 39
• 1. 연구대상 39
• 2. 측정도구 40
• 3. 분석절차 43
• Ⅳ. 연구결과 44
• 1. 연구변인에 대한 기술통계 및 상관분석 44
• 2. 교사지지모형에서 기본심리욕구와 수업참여의 매개효과 검증 47
• 가. 교사지지모형 검증 47
• 나. 기본심리욕구와 수업참여의 매개효과 검증 50
• 3. 학생-교사애착관계모형에서 기본심리욕구와 수업참여의 매개효과 검증 52
• 가. 교사지지와 학생-교사애착관계의 독립성 검증 52
• 나. 학생-교사애착관계모형 검증 58
• 다. 기본심리욕구와 수업참여의 매개효과 검증 62
• 4. 학생성별에 따른 집단 간 동질성 비교 64
• Ⅴ. 논의 69
• 참 고 문 헌 80
• 부 록 98
• 영문요약 111

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