초등학생이 지각한 교실의 사회적 환경, 동기적 신념, 인지적·행동적 관여 및 학업성취도의 구조적 관계 = Structural Relationship among the Classroom Social Environment, Motivational Beliefs, Cognitive-Behavioral Engagement, and Academic Achievement in Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the structural relationship among the classroom social environment,motivational beliefs, cognitive-behaviroral engagement, and academic achievement in elementary school students. The subjects of the study were 425 6th grade elementary school students sampled from 4 elementary schools in Seoul, Daejon, GyeongGi, and GyeongBuk. The survey instruments used for the study were Classroom Social Environment Scale, Motivational Beliefs Scale, Cognitive-Behavioral Engagement Scale,and Academic Achievement Scale. The statistical method employed for data analysis was Path Analysis by LISREL 8.54. The results of the study were as follows: First, for the relationship between classroom environment and motivational beliefs, teachers' emotional-academic support had a significant effect on mastery goal and social self-efficacy, and friends' support had a significant effect on mastery goal, academic and social self-efficacy. Second, elementary school students' motivational beliefs played a full mediate role in the relationship between classroom social environment and cognitive-behavioral engagement. Finally, elementary school students' academic self-efficacy had a direct and indirect influence on the academic achievement,their mastery goal and social self-efficacy had a indirect effect on academic achievement via cognitive-behavioral engagement, and their behavioral engagement had a direct effect on academic achievement.

국문 초록 (Abstract)

본 연구의 목적은 초등학생이 지각한 교실의 사회적 환경, 동기적 신념, 인지적·행동적 관여 및 학업성취도의 구조적 관계를 규명하는 데 있다. 경기도, 경상북도, 대전시, 서울시에 위치한 4개 초등학교6학년 학생 425명에게 교실의 사회적 환경 검사, 동기적 신념 검사, 관여 검사, 학업성취도 검사를실시하여 자료를 수집하였다. 자료분석은 LISREL 8.54에 의한 경로분석이 이루어졌고, 분석결과 다음과같은 사실이 밝혀졌다. 첫째, 교실의 사회적 환경과 동기적 신념의 관계에서, 교사지지는 숙달목표와사회적 효능감에, 상호작용은 사회적 효능감에, 친구지지는 숙달목표, 학업적·사회적 효능감에 유의한영향을 주는 것으로 나타났다. 둘째, 초등학생의 동기적 신념은 교실의 사회적 환경과 인지적·행동적관여의 관계에서 완전한 매개역할을 하는 것으로 나타났다. 셋째, 동기적 신념 중 학업적 효능감만이학업성취도에 직·간접적인 영향을 주는 것으로 나타났고, 숙달목표와 사회적 효능감은 인지적·행동적 관여를 통해 학업성취도에 간접적으로 영향을 주는 것으로 나타났다. 또한 행동적 관여가 학업성취도에 직접적으로 영향을 주는 것으로 나타났다.

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