체육수업 참여 중학생이 지각한 부모와 교사의 자율성지지, 즐거움, 자기효능감, 학업노력, 그리고 수업몰입의 관계
The Relationship Between Parental and Teachers’ Autonomy Support, Enjoyment, Self-Efficacy, Academic Effort and P·E class Flow by Middles School Students Participating in P·E Classes
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초록
〔목적〕 본 연구는 체육수업 참여 중학생이 지각한 부모의 자율성지지와 교사의 자율성지지, 즐거움, 자기효능감, 학업노력 그리고 수업몰입의 관계를 분석하고, 아울러 즐거움, 자기효능감, 그리고 학업노력이 부모의 자율성지지와 수업몰입의 관계뿐만 아니라 교사의 자율성지지와 수업몰입의 관계에서 어떠한 매개효과가 있는지를 검증하는 것이다. 〔방법〕 중학생 323명을 대상으로 부모와 교사의 자율성지지, 즐거움, 자기효능감, 학업노력, 그리고 수업몰입 질문지를 측정하였다. 수집된 자료는 SPSS 24.0 프로그램을 활용하여 신뢰도 분석, 기술통계 분석과 상관분석을 실시하였다. 또한 Amos 22.0 프로그램을 활용하여 확인적 요인분석, 집중타당도 분석, 판별타당도, 구조모형 분석을 실시하였고, 부트스트랩(bootstrap) 방법을 활용하여 매개효과를 검증하였다. 〔결과〕 첫째, 부모의 자율성지지는 즐거움과 자기효능감에 정적인 영향을 미쳤다. 둘째, 교사의 자율성지지는 즐거움, 자기효능감에 정적인 영향을 미쳤다. 셋째, 즐거움, 자기효능감은 학업노력에 정적인 영향을 미쳤다. 넷째, 학업노력은 수업몰입에 정적인 영향을 미쳤다. 여섯째, 부모의 자율성지지와 수업몰입의 관계에서 즐거움, 자기효능감, 학업노력은 부분매개효과가 나타났다. 마지막으로 교사의 자율성지지와 수업몰입의 관계에서 즐거움, 자기효능감, 학업노력은 부분매개효과가 나타났다. 〔결론〕 체육수업에서 학생의 수업몰입에 대한 과정을 확인하는데 부모의 자율성지지와 교사의 자율성지지의 역할을 확인함으로써 교육적 관점에서 실용적 지식을 제공하고 교육현장에서 활용할 가치가 있다는 측면에서 의미가 있다.
Abstract
[Purpose] The aim of this study was to examine how middles school students in physical education class perceived relations between parental and teacher’s autonomy support, enjoyment, self-efficacy, academic effort, and P·E class flow. This study also investigate the mediating effects of enjoyment, self-efficacy, and academic effort on the relations between parental autonomy support and P·E class flow and between teacher’s autonomy support and P·E class flow. [Methods] For this study, 323 middle school students completed surveys to measure their perceptions of parental and teacher’s autonomy support, enjoyment, self-efficacy, academic effort, and P·E class flow. SPSS 24.0 was used to calculate descriptive statistics, reliability, and correlations. Amos 22.0 was utilized for confirmatory factor analysis, convergent validity, discriminant validity, and structural equation modeling. Additionally, 2000 bootstrap samples were requested for the mediation effect analysis. [Results] First, parental autonomy support was positively predictive of enjoyment and self-efficacy. Second, teacher’s autonomy support positively influenced enjoyment and self-efficacy. Third, enjoyment and self-efficacy positively affected academic effort. Forth, academic effort was positively related to P·E class flow. Fifth, there were partial mediating effects of enjoyment, self-efficacy, and academic effort on the relationship between parental autonomy support and P·E class flow. Lastly, there were partial mediating effects of enjoyment, self-efficacy, and academic effort on the relationship between teacher’s autonomy support and P·E class flow. [Conclusions] The study found that teachers' autonomy support was stronger predictive of student’s P·E class flow in physical education class than parent's autonomy support was. The finding is meaningful in that it is worth providing and utilizing practical knowledge from an educational perspective.
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