중학생이 지각한 교실의 사회적 환경, 동기적 신념, 관여 및 학업성취도의 구조적 관계 = The Structural Relationship among the Classroom Social Environment, Motivational Beliefs, Engagement, and Academic Achievement in Middle School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the structural relationship among the classroom social environment, motivational beliefs, engagement, and academic achievement in middle school students.
The subjects of the study were 523 middle school students(242 males, 281 females) from five middle schools in Gangwon, GyeongGi, ChungNam, and Daejon. The survey instruments used for the study were Classroom Social Environment Scale, Motivational Beliefs Scale, Engagement Scale, and Academic Achievement Scale. The statistical method employed for data analysis was structural equation modeling(SEM) analysis by LISREL 8.54. The results of the study were as follows: First, for the relationship between classroom environment and motivational beliefs, teachers' and friends' support had a significant effect on motivational beliefs. But interaction had a non-significant effect on them. Second, middle school students' motivational beliefs played a full mediate role in the relationship between classroom social environment and engagement. The social classroom environment had a significant effect on their academic achievement via motivational beliefs and engagement. Finally, teachers' and friends' emotional-academic support had a indirect influence on the academic achievement through motivational beliefs, and for the relative influential power of two variables on the academic achievement, teachers' support(β=.22) had more effect than friends'(β=.11). Also, middle school students' motivational beliefs had a indirect effect(β=.43) on the academic achievement via engagement, and their engagement had a direct effect(β=.45) on the academic achievement.

국문 초록 (Abstract)

본 연구의 목적은 중학생이 지각한 교실의 사회적 환경(교사지지, 상호작용, 친구지지), 동기적 신념, 관여 및 학업성취도의 구조적 관계를 규명하고, 중학생의 학업성취도에 대한 예언변인들(교실의 사회적 환경, 동기적 신념, 관여)의 상대적 영향력을 밝히는데 있다. 강원도, 경기도, 충청남도, 대전시에 위치한 5개 중학교 2학년 학생 523명(남 242명, 여 281명)에게 교실의 사회적 환경 검사, 동기적 신념 검사, 관여 검사, 학업성취도 검사를 실시하여 자료를 수집하였다. 자료분석은 LISREL 8.54에 의한 공변량구조 분석이 수행되었다. 본 연구의 주요한 연구결과는 다음과 같다. 첫째, 교실의 사회적 환경과 동기적 신념의 관계에서, 교사지지와 친구지지 만이 동기적 신념에 유의한 영향을 주는 것으로 나타났다. 또한 동기적 신념은 교실의 사회적 환경과 관여의 관계에서 완전 매개역할을 하고, 사회적 환경은 ‘동기적 신념→관여’를 통해 학업성취도에 간접적으로 유의한 영향을 주는 것으로 나타났다. 둘째, 중학생의 학업성취도에 대한 예언변인들의 상대적 영향력에서, 교사지지와 친구지지가 동기적 신념을 통해 학업성취도에 유의한 간접적 영향을 주고, 그 상대적 영향력은 교사지지(β=.22), 친구지지(β=.11) 순으로 나타났다. 또한 동기적 신념은 관여를 통해 학업성취도에 간접적인 영향(β=.43) 만을 주고, 관여는 학업성취도에 직접적인 영향(β=.45)을 주는 것으로 나타났다.

참고문헌 (Reference)

1 문은식, "초등학생이 지각한 교실의 사회적 환경, 동기적 신념, 인지적·행동적 관여 및 학업성취도의 구조적 관계" 한국아동교육학회 21 (21): 59-73, 2012

2 문은식, "청소년의 학교생활 적응행동에 영향을 미치는 사회·심리적 변인들의 구조적 분석" 한국교육심리학회 16 (16): 219-241, 2002

3 소연희, "성취목표지향성, 지각된 학급목표구조, 목표몰입의지, 자기조절학습 및 수학학업성취의 구조적 분석" 한국아동교육학회 19 (19): 41-56, 2010

4 Jimerson, S. R., "Toward an understanding of definitions and measures of school engagement and related terms" 8 : 7-27, 2003

5 Birch, S. H., "The teacher-child relationship and children's early school adjustment" 35 : 61-79, 1997

6 Newmann, F., "The significance and sources of student engagement, In Student engagement and achievement in American secondary schools" Teachers College Press 11-39, 1992

7 Ryan, A. M., "The classroom social environment and changes in adolescents' motivation and engagement during middle school" 38 : 437-460, 2001

8 Harter, S., "Teacher and classmate influences on scholastic motivation, selfesteem, and level of voice in adolescents, In Social motivation: Understanding children's school adjustment" Cambridge University Press 11-42, 1996

9 Pintrich, P. R., "Students' motivational beliefs and their cognitive engagement in classroom academic performance, In Student perception in the classroom" Erlbaum 149-184, 1992

10 Midgley, C., "Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school" 60 : 981-992, 1989

11 Wentzel, K. R., "Student motivation in middle school : The role of perceived pedagogical caring" 90 : 202-209, 1997

12 Finn, J. D., "Student engagement: What is it? why does it matter?, In Handbook of research on student engagement" Springer 97-131, 2012

13 Wentzel, K. R., "Social supports from teachers and peers as predictors of academic and social motivation" 35 : 193-202, 2010

14 Bandura, A., "Social foundations of thought and actions: A social cognitive theory" Prentice-Hall 1986

15 Bandura, A., "Self-efficacy : The exercise of control" Freeman 1997

16 Zimmerman, B. J., "Self-efficacy : An essential motive to learn" 2 : 82-91, 2000

17 Fredricks, J. A., "School engagement : Potential of the concept, state of the evidence" 74 (74): 59-109, 2004

18 Wentzel, K. R., "Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support" 86 : 173-182, 1994

19 Patrick, H., "Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work" 17 : 109-128, 1997

20 Fraser, B. J., "Predicting student outcomes from their perceptions of classroom psychosocial environment" 19 : 498-518, 1982

21 Nolen, S. B., "Personal and environmental influences on students' beliefs about effective study strategies" 15 : 116-130, 1990

22 McRobbie, C. J., "Personal and class formats of classroom environment instruments, In International handbook of science education" Kluwer 581-594, 1998

23 Church, M. A., "Perceptions of classroom environment, achievement goals, and achievement outcomes" 93 : 43-54, 2001

24 Pintrich, P. R., "Motivational and self-regulated learning components of classroom academic performance" 82 : 33-40, 1990

25 Skinner, E. A., "Motivation in the classroom : Reciprocal effect of teacher behavior and student engagement across the school year" 85 : 571-581, 1993

26 Anderman, E. M., "Motivation and schooling in the middle grades" 64 : 287-309, 1994

27 Maehr, M. L., "Meaning and motivation: Toward a theory of personal investment, In Research on motivation in education: Vol. 1. Student motivation" Academic Press 115-143, 1984

28 Hogan, D. M., "Implications of Vygosky's theory for peer learning, In Cognitive perspectives on peer learning" Erlbaum 39-65, 1999

29 De Lisi, R., "Implications of Piagetian theory for peer learning, In Cognitive perspectives on peer learning" Erlbaum 3-37, 1999

30 Patrick, H., "How teachers establish psychological environments during the first days of school : Associations with avoidance in mathematics" 105 : 1521-1558, 2003

31 Newmann, F., "Higher-order thinking and prospects for classroom thoughtfulness, In Student engagement and achievement in American secondary schools" Teachers College Press 62-91, 1992

32 Fuchs, L. S., "High-achieving students' interactions and performance on complex mathematical tasks as a function of homogeneous and heterogeneous parings" 35 : 227-267, 1998

33 Ladd, G. W., "Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment?" 61 : 1081-1100, 1990

34 Boekarts, M., "Handbook of self-regulation: Theoory, research and methods" Academic Press 2000

35 Christenson, S. L., "Handbook of research on student engagement" Springer 2012

36 Good, T., "Grouping for instruction in mathematics: A call for programmatic research on small-group processes, In Handbook of research on mathematics teaching and learning" Macmillan 165-196, 1992

37 Berndt, T. J., "Friends' influence on student's adjustment to school" 34 : 15-28, 1999

38 Berndt, T. J., "Friends' influence on adolescents' adjustment to school" 66 : 1312-1329, 1995

39 Guthries, J. T., "Engagement and motivation in reading, In Handbook of reading research" Erlbaum 403-422, 2000

40 Patrick, H., "Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement" 99 : 83-98, 2007

41 Eccles, J., "Development during adolescence : The impact of stage-environment fit on young adolescents' experience in schools and families" 48 : 90-101, 1993

42 Turner, J. C., "Creating context for involvement in mathematics" 90 : 730-745, 1998

43 Connell, J. P., "Context, self, and action: A motivational analysis of self-system process across the life-span, In The self in transition: Infancy to childhood" University of Chicago Press 1990

44 Connell, J. P., "Competence, autonomy, and relatedness: A motivational analysis of self-system processes, In Minnesota symposium on child development Vol. 23" Erlbaum 43-77, 1991

45 Ames, C., "Classrooms : Goals, structures, and student motivation" 84 : 261-271, 1992

46 Goodenow, C., "Classroom belonging among early adolescent students : Relationships to motivation and achievement" 13 : 21-43, 1993

47 Zimmerman, B. J., "Attaining self-regulation: A social cognitive perspective, In Handbook of self-regulation" Academic Press 13-39, 2000

48 Reeve, J., "Agency as a fourth aspect of students' engagement during learning activities" 36 : 257-267, 2011

49 Wang, M., "Adolescents' perceptions of school environment, engagement, and academic achievement in middle school" 47 (47): 633-662, 2010