학생이 지각한 교사의 소명의식과 학업소진의 관계: 욕구지지적 교수행위와 기본심리욕구 만족의 순차적 매개효과 = The relationship between student-perceived teacher’s calling and academic burnout: Need-supportive teaching and basic psychological need satisfaction as serial mediators

다국어 초록 (Multilingual Abstract)

We used structural equation modeling to analyze data from 298 high school students in South Korea to investigate the relationship between student-perceived teachers’ calling and students’ academic burnout and the mediating effects of student-perceived need-supportive teaching and students’ basic psychological need satisfaction. The results showed that student-perceived teachers’ calling was not directly related to students’ academic burnout and that student-perceived need-supportive teaching mediated the indirect negative relationship between student-perceived teachers’ calling and students’ academic burnout. Furthermore, student-perceived need-supportive teaching and students’ basic psychological need satisfaction sequentially mediated the indirect negative relationship between student-perceived teachers’ calling and students’ academic burnout. Implications and suggestions for future research are discussed based on these results.

국문 초록 (Abstract)

본 연구는 개인이 가진 소명의식이 타인에게도 영향을 미칠 수 있다는 점에 근거하여 교사의 소명의식이 학생에게 미치는 영향을 학생 인식을 기반으로 살펴보고자 하였다. 구체적으로 교사의 소명의식이 학생의 학업소진에 미치는 영향 및 그러한 영향의 기제를 알아보기 위해 대한민국 고등학생 298명을 대상으로 학생이 지각하는 교사의 소명의식과 학생의 학업소진 간의 관계가 학생이 지각하는 교사의 욕구지지적 교수행위 및 학생의 기본심리욕구 만족에 의해 매개되는지 구조방정식을 통해 분석하였다. 분석 결과, 학생이 지각한 교사의 소명의식과 학생의 학업소진의 직접관계는 유의하지 않은 것으로 나타났지만, 학생이 지각한 교사의 소명의식은 학생이 지각한 교사의 욕구지지적 교수행위를 매개로 학생의 학업소진과 부적인 간접관계가 있는 것으로 나타났다. 나아가 학생이 지각한 교사의 소명의식은 학생이 지각한 교사의 욕구지지적 교수행위(매개변인 1) 및 학생의 기본심리욕구 만족(매개변인 2)의 순차적 매개를 통해 학생의 학업소진과 부적인 간접관계가 있는 것으로 확인하였다. 이러한 결과를 바탕으로 연구의 함의 및 후속 연구에 대한 제안을 논하였다.

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