중고등학교 시기 교사-학생관계, 교우관계의 종단적 변화가 자기결정성에 미치는 영향

국문 초록 (Abstract)

본 연구에서는 한국교육개발원의 한국교육종단조사 1~5차년도에 참여한 5,051명의 학생을 대상으로 중학교 1학년에서 고등학교 2학년 시기까지 교사-학생관계, 교우관계의 변화 및 상호관련성을 살펴보고 그 변화가 고2 시기 자기결정성에 미치는 영향을 잠재성장모형으로 분석하였다. 학생들이 인식하는 교사-학생관계는 평균적으로는 긍정적이지 못하였지만, 매년 유의미하게 긍정적인 방향으로 변화하였고, 교사-학생관계의 초기값과 변화율에서의 개인차는 시간이 갈수록 줄어들었다. 이에 비해교우관계는 비교적 긍정적이었고, 매년 유의미하게 긍정적인 방향으로 변화하였다. 교우관계의 초기값과 변화율에서의 개인차도 학년이 올라갈수록 줄어들었다. 교사-학생관계와 교우관계의 정도와 그변화율의 상호관련성을 살펴본 결과, 중학교 1학년 시기 교사-학생관계가 긍정적인 학생일수록 동일한 시기의 교우관계도 긍정적이었으며, 하나의 관계에서 긍정적인 방향으로 변화하는 속도가 빠른학생일수록 다른 관계에서의 변화 속도도 긍정적인 방향으로 빠르게 나타났다. 자기결정성에 미치는 교사-학생관계와 교우관계의 영향력은, 외적조절의 경우 교우관계 초기값과 변화율이 외적조절의 정도를 유의미하게 감소시켰으며, 중1 시기 교사-학생관계, 교우관계의 정도와 이후 시기의 변화가 모두 부과된 조절, 확인된 조절, 내적 조절의 정도에 정적으로 유의미한 영향을 미치는 것으로 나타났다. 이러한 결과를 바탕으로, 학교 내 지원적 관계망을 형성하는 것이 자기결정성을 향상시키는 교육환경의 역할을 할 것이라는 점을 제안하였다.

다국어 초록 (Multilingual Abstract)

This study explored the effects of developmental changes in teacher-student and peer relationships on students` self-determination with examining the co-relations between the changes of the two relationships during the middle and high school. The effects of Measures of teacher-student relationship and peer relationship were collected once each year of 5 consecutive years, beginning when participants were in grade 7th, for a sample of 5,051 middle school students. Among various growth models including the linear growth model, the quadratic conventional polynomial model, and the Sigmoid model, the Sigmoid model fitted the data best in explaining the changes of each relationship across 5 years. Overall, teacher-student relationship was not perceived by students in a positive way, however, gradually increasing in its supportive quality. In comparison, peer relationship was moderately evaluated by students, making a gradual growth during middle and high school. Individual students varied in their changes of both relationships and in their initial statuses. There was a significant inter-relation between both relationships. Those students who had supportive initial relationships with their teacher were more likely to have positive relationships with their peers in grade 7th, with the change rates of both relationships positively inter-related. For students` self-determination, the effects of students` initial status of each relationship and the changes in both relationships were positively significant on introjected, identified, and intrinsic regulation. For external regulation, peer relationship only had a negatively significant effect. Based on such findings, suggestions were made that establishing supportive relationships in the school community would serve as an educational environment to enhance student competence including social adjustment, positive academic motivation, and achievement.

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