학교참여 다차원 구인에 대한 성별 및 학교급별 잠재평균분석 = School Engagement as a Multidimensional Construct: Comparing the Latent Means Between Elementary and Middle School Students

다국어 초록 (Multilingual Abstract)

School engagement as a multidimensional construct has been known not only as a predictor of academic achievement, school adjustment, and school dropout but also as a mediator in the relations between school/family context or personal variables and adjustment outcomes. This study was conducted to test the fit of a multidimensional model of school engagement consisting of three factors (i.e., affective, behavioral, cognitive) and examine the decreasing tendency of school engagement during the transition to middle school. Wang, Willett, and Eccles’s (2011) school engagement measures were administered to 1,172 students in Grades 5 to 8. Confirmatory factor analyses and latent mean analyses were conducted to examine research questions. First, confirmatory factor analyses revealed that, in all of the four groups (i.e., elementary school boys, elementary school girls, middle school boys, middle school girls), the three-factor model of school engagement fit the data better than the one-factor model and the two-factor model. Second, the four groups did not significantly differ in the composition of the three factors and factor loadings. Third, there were no significant differences in the intercepts of the observed variables between elementary and middle school students in each gender. Given that both factor loadings and intercepts were invariant, latent mean analyses were conducted to test the latent mean differences on affective, behavioral, and cognitive engagement. Both boys and girls showed a significant decrease in each factor of school engagement. The effect sizes of latent mean differences on each factor by gender and school level showed that after the transition to middle school affective engagement declined to a greater extent than did behavioral and cognitive engagement and the three factors of school engagement decreased to a greater extent for girls than for boys. Finally, the necessity of identifying school engagement styles and testing the second-order model with one second-order factor (i.e., school engagement as a meta construct) and several first-order factors (e.g., affective, behavioral, cognitive engagement) was discussed.

국문 초록 (Abstract)

학교참여는 학업성취, 학교적응, 비행, 학교중도탈락 등을 예측하며, 환경 맥락변인과 학생 개인변인이 결과변인에 영향을 미치는 과정에서 매개변수로 작용한다. 이처럼 교육연구와 실제에서 중시되고 있는 학교참여가 정서적, 행동적, 인지적 참여로 구성된 다차원 구인인지를 확인하고, 중학교 진학 이후에 학교참여의 수준이 어떻게 달라지는지를 살펴보기 위하여 이 연구를 수행하였다. 초등학교 5, 6학년 599명과 중학교 1, 2학년 573명(총 1,172명)에게 Wang, Willett와 Eccles(2011)의 학교참여척도를 실시하여 수집한 자료에 확인적 요인분석과 잠재평균분석을 실행하였다. 분석 결과를 요약하면 다음과 같다. 첫째, 학교참여의 다차원적 요인구조를 확인하기 위하여 확인적 요인분석을 실시한 결과, 성별 및 학교급에 따라 구분된 4집단(초등학교 남학생, 초등학교 여학생, 중학교 남학생, 중학교 여학생) 모두에서 3요인 모형의 적합도가 1요인 모형이나 2요인 모형보다 양호한 것으로 판명되어 학교참여 요인구조의 형태동일성이 지지되었다. 둘째, 4집단에서 학교참여 요인별 요인계수가 동일하다고 가정한 측정동일성 모형이 수락되었다. 셋째, 각 성별 집단에서 초등학생과 중학생간 학교참여 요인별 잠재평균을 비교하기 위한 전제조건이 되는 절편동일성과 요인분산동일성이 충족되었다. 이에 집단간 잠재평균을 비교한 결과, 남녀 각 집단에서 중학생의 정서적, 행동적, 인지적 참여 수준이 초등학생보다 낮았다. 잠재평균 차이의 효과크기에 근거해 볼 때, 초등학생의 학교참여 수준과 중학생의 학교참여 수준 간 차이가 정서적 참여 요인에서 가장 컸고, 이러한 차이가 남학생 집단보다 여학생 집단에서 더 큰 것으로 나타났다. 마지막으로, 학교참여의 3요인이 조합을 이루는 학교참여 양식을 확인하고 이에 적절한 학교심리개입을 제공하며 학교참여 메타구인을 2차 요인으로 설정한 ‘2차 요인 모형’을 검증할 필요성에 대해 논의하였다.

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