아동의 인지 능률성 , 동기 지향성 , 사회적 지원과 학업 성취간의 관계 = Relationships among Childrens Cognitive Competence , Motivation , Social Support , and Academic Achievement

다국어 초록 (Multilingual Abstract)

This study investigated the relationships among children`s perceived cognitive competence, motivation, social support, and academic achievement through the use of structural equation modeling. The subjects for the study were 189 elementary school children in grades 3 through 6 in Seoul. Children`s cognitive competence, motivation, and social support were each assessed through self-report type measures, and academic achievement was assessed by school tests in 4 subject areas. It was found that cognitive competence most strongly affected academic achievement and was a mediating variable between social support and academic achievement. Social support had indirect effects on academic achievement via cognitive competence, which was in turn affected by motivation. Motivation had a stronger effect on cognitive competence than social support did. The most significant path among the variables was: social support → motivation → cognitive competence → academic achievement.