중학생이 지각한 교실맥락과 인지적 참여의 관계에서 행동적 및 정서적 참여의 중다매개효과 = Multiple Mediated Effects of Behavioral and Emotional Engagement in the Relations Between Classroom Contexts and Cognitive Engagement

다국어 초록 (Multilingual Abstract)

The multidimensional nature of school engagement encompassing behavioral, emotional, and cognitive aspects and their predictive relations are well recognized in the literature. However, how the three dimensions work together in motivating classroom contexts is largely unknown. The purpose of this study was to identify whether participation-identification model or liking-participation model fits the data from Korean middle school students better and to test the multiple mediated effects of behavioral and emotional engagement in the relations between perceived classroom contexts and cognitive engagement. Structural equation modeling and bootstrapping procedures were applied on the questionnaire data from a sample of 834 middle school students. Results indicated that motivating classroom contexts had no direct effects on cognitive engagement but were indirectly linked to cognitive engagement through the simple mediation of emotional engagement or the multiple mediation of behavioral and emotional engagement. The results support participation-identification model and imply that motivating classroom contexts increase behavioral engagement, which in turn enhances emotional engagement, which finally improves cognitive engagement.

국문 초록 (Abstract)

이론모형과 실증연구에서 학교참여는 행동적, 정서적, 인지적 참여를 포함하는 다차원 구인으로 간주되고, 학교참여 3요인의 예측적 관계가 확인되었다. 이 연구의 목적은 행동적 참여가 정서적 참여에 영향을 주는 인과관계를 가정한 참여-동일시 모형과 그 반대의 인과관계를 가정한 선호-참여 모형 중에서 우리나라 중학생 자료에 적합한 모형을 확인하고, 학업동기의 증진에 기여하는 것으로 알려진 교실맥락이 행동적 참여와 정서적 참여를 매개로 인지적 참여에 유의한 영향을 미치는지를 검증하는데 있다. 중학교 1, 2, 3학년 834명의 자기보고식 질문지 자료에 구조방정식모형 분석과 부트스트래핑을 적용하였다. 그 결과, 동기증진 교실맥락이 인지적 참여에 직접 영향을 미치지는 못하지만 행동적 참여와 정서적 참여의 순차적 매개경로를 거쳐 유의한 영향을 미치는 것으로 밝혀졌다. 그러나 정서적 참여와 행동적 참여의 순차적 중다매개효과는 유의하지 않았다. 또한 교실맥락과 인지적 참여의 관계에서 정서적 참여의 단순매개효과가 유의한 반면에 행동적 참여의 단순매개효과는 유의하지 않았다. 선호-참여 모형보다 참여-동일시 모형이 우리나라 중학생 자료에 더욱 적합하고 정서적 참여가 중요한 매개변인으로 나타난데 대해 논의하였다.

참고문헌 (Reference)

1 이자영, "학년에 따른 학업열의의 잠재평균 차이 검증" 한국청소년학회 20 (20): 1-21, 2013

2 신현숙, "학교참여 다차원 구인에 대한 성별 및 학교급별 잠재평균분석" 한국심리학회산하학교심리학회 10 (10): 283-305, 2013

3 유순화, "초등학교에서 중학교로의 전환에 관한 학생들의 기대와 지각" 한국초등교육학회 20 (20): 355-376, 2007

4 정현희, "중학교 진학 후의 심리적 적응 변화를 예측하는 요인" 431-432, 2003

5 조한익, "완벽주의와 학업소진 및 학업열의와의 관계에 있어서 성취목표의 매개효과" 한국청소년학회 17 (17): 131-154, 2010

6 Finn, J. D., "Withdrawing from school" 59 : 117-142, 1989

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

8 Fredrickson, B. L., "The role of positive emotions in positive psychology : The broaden-and-build theory of positive emotions" 58 : 218-226, 2001

9 Baron, R. M., "The moderator-mediator variable distinction in social psychological research : Conceptual, strategic, and statistical considerations" 51 : 1173-1182, 1986

10 Schaufeli, W. B., "The measurement of engagement and burnout : A two sample confirmatory factor analytic approach" 3 : 71-92, 2002

11 Wang, M., "The assessment of school engagement : Examining dimensionality and measurement invariance by gender and race/ethnicity" 49 : 465-480, 2011

12 You, S., "Testing a developmental-ecological model of student engagement : A multilevel latent growth curve analysis" 29 (29): 659-684, 2009

13 Appleton, J. J., "Student engagement with school : Critical conceptual and methodological issues of the construct" 45 (45): 369-386, 2008

14 Marks, H. M., "Student engagement in instructional activity : Patterns in the elementary, middle, and high school years" 37 : 153-184, 2000

15 Frydenberg, E., "Schooling issues digest: Student motivation and engagement"

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

17 Sharkey, J. D., "Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning" 45 (45): 402-418, 2008

18 Kline, R. B., "Principles and practice of structural equation modeling" The Guilford Press 2011

19 Li, Y., "Personal and ecological assets and academic competence in early adolescence : The mediating role of school environment" 39 : 801-815, 2010

20 Simons-Morton, B., "Peer and parent influences on school engagement among early adolescents" 41 (41): 3-25, 2009

21 Shrout, P. E., "Mediation in experimental and nonexperimental studies : New procedures and recommendations" 7 : 422-445, 2002

22 Lam, S., "Issues in the psychology of motivation" Nova Science 119-136, 2007

23 Li, Y., "Interrelations of behavioral, emotional, and cognitive school engagement in high school students" 42 : 20-32, 2013

24 Voelkl, K. E., "Identification with school" 105 : 204-319, 1997

25 Reeve, J., "How students create motivationally supportive learning environments for themselves : The concept of agentic engagement" 105 (105): 579-595, 2013

26 Griffiths, A., "Handbook of positive psychology in schools" Routledge 197-211, 2009

27 Reeve, J., "Enhancing students’ engagement by increasing teachers’ autonomy support" 28 (28): 147-169, 2004

28 Fredricks, J. A., "Engagement in school and out-of-school contexts : A multidimensional view of engagement" 50 : 327-335, 2011

29 Skinner, E., "Engagement and disaffection in the classroom: Part of a larger motivational dynamic?" 100 (100): 765-781, 2008

30 Upadyaya, K., "Development of school engagement in association with academic success and well-being in varying social contexts" 18 (18): 136-147, 2013

31 Brophy, J. E., "Developing students’ appreciation for what is taught in school" 43 : 132-141, 2008

32 Hu, L., "Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives" 6 (6): 1-55, 1999

33 Dotterer, A. M., "Classroom context, school engagement, and academic achievement in early adolescence" 40 : 1649-1660, 2011

34 Ladd, G. W., "Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement?" 46 (46): 255-279, 2000

35 Martinez, R. S., "Changes in perceived social support and socioemotional adjustment across the elementary to junior high school transition" 40 : 519-530, 2011

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

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

38 Roeser, R. W., "Adolescents’ perceptions of middle school : Relation to longitudinal changes in academic and psychological adjustment" 8 : 123-158, 1998

39 Finn, J. D., "Academic success among students at risk for school failure" 82 (82): 221-234, 1997

40 Betts, J. E., "A study of the factorial invariance of the student engagement instrument(SEI) : Results from middle and high school students" 25 (25): 84-93, 2010