성취목표지향성, 성취정서, 및 수업참여 간의 구조적 관계: 교사의 자율성 지지에 따른 차이 = Structural Relationship among Achievement Goals, Achievement Emotion, and Academic Engagement: Differences in Teachers' Autonomy Supports

국문 초록 (Abstract)

본 연구는 초등학생들의 성취목표지향성이 성취정서를 매개하여 수업참여를 예측하는 관계모형을 가정하고, 이러한 관계모형이 학생이 지각한 교사의 자율성 지지에 따라 다르게 나타나는지 확인하고자 하였다. 이를 위해 306명의 초등학생을 교사의 자율성지지에 대한 지각에 따라 상집단과 하집단으로 나누고 구조방정식모형을 이용한 다집단 비교 분석을 실시하였다. 연구결과, 교사 자율성지지 하집단에 비해 상집단에 속한 학생들의 숙달목표와 수행접근목표, 수업참여가 높았으며, 학습과정에서 높은 즐거움과 낮은 지루함을 경험하는 것으로 나타났다. 성취목표지향성, 성취정서, 및 수업참여의 구조적 관계에서 두 집단 간 유의미한 차이는 즐거움이 수업참여에 이르는 경로에서 나타났는데, 하집단에서만 즐거움이 수업참여를 정적으로 예측하였다. 하집단의 경우 숙달목표는 즐거움을 정적으로 지루함을 부적으로 예측하며, 이를 통해 수업참여를 정적으로 예측하였으며, 수행회피목표가 즐거움을 부적으로 예측하고, 이를 통해 수업참여를 부적으로 예측하는 것으로 나타났다. 반면 상집단의 경우, 이러한 매개효과가 모두 유의하지 않은 것으로 나타났다. 교사의 자율성지지가 낮다고 지각함에도 불구하고 긍정적 정서를 경험한다면 수업참여에 긍정적인 효과가 있으며, 교사의 자율성 지지가 낮다고 지각할수록 긍정적 성취정서가 중요함을 시사한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate structural relationships of achievement goal orientation, achievement emotions, and academic engagement, especially focusing on the moderating effect of teachers' autonomy support in these relationships. With 306 elementary school students as subjects, this study found that the students who perceived teachers as highly autonomy supportive showed the higher mastery goal, performance-approach goal, and academic engagement, as well as higher enjoyment and lower boredom compared to the students who perceived their teachers as rarely autonomy supportive. In the high teachers' autonomy support group, mastery goal predicted high academic engagement through the higher enjoyment. In the low teachers' autonomy support group, mastery goal predicted high academic engagement through the higher enjoyment as well as lowered boredom. This group also showed that performance-avoidance goal predicted low engagement through the lowered enjoyment. The significant group differences in structural relationship were found in the effect of enjoyment on academic engagement, which was significant only in the low teachers' autonomy support group. Nevertheless students who perceived their teachers as rarely autonomy supportive were less likely to experience enjoyment, high enjoyment could compensate the negative effect of low autonomy support of teachers. This study showed that the students’ perception of their teachers' autonomy support could differentiate the effect of students' achievement goals on achievement emotion and academic engagement.

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