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초등학생의 수업참여에서 자기통제의 역할

The Role of Elementary School Students’ Self-control in Classroom Engagement

임효진
한국교육방법학회 (The Korean Journal Of Educational Methodology Studies)|2017.05|교육방법연구 (The Korean Journal of Educational Methodology Studies)|제29권 제2호|pp. 421-441|DOI 10.17927/tkjems.2017.29.2.421

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참고문헌

키워드

self-control자기통제수업참여만족지연delay of gratificationtask persistenceimpulse controlclassroom engagement충동성 억제과제지속
주제분류교육학

초록

본 연구에서는 초등학생의 자기통제가 수업참여에 미치는 역할을 탐색하고자 하였다. 선행연구 결과를 참조하여 자기통제의 요인으로 만족지연, 충동성 억제, 과제지속과 행동통제를 포함한 뒤, 내·외적 특성을 구분하여 각각이 수업참여에 미치는 차별적 예측력을 알아보았다. 연구모형을 설정함에 있어서 자기통제의 기질적인 특성은 만족지연과 충동성 억제, 그리고 행동적 특성은 과제지속과 학습행동통제로 간주하고, 특히 수업참여에 미치는 효과는 학습과 관련된 직접적인 행동이라는 가정 하에 이들을 매개변수로 설정하였다. 초등학교 4-6학년의 학생 215명에게 설문조사를 실시한 뒤 자료를 분석한 결과, 구조방정식 모형은 자료에 잘 부합하는 것으로 나타났으며, 부분매개와 완전매개모형을 비교한 결과 완전매개모형이 보다 적합한 것으로 나타나 자기통제의 내적 특성은 외적 행동들을 통해 수업참여에 간접적인 영향을 주는 것을 확인할 수 있었다. 구체적으로 살펴보면, 만족지연은 과제지속과 학습행동통제를 정적으로 예측하였으며, 과제지속이 높을수록 수업참여의 수준이 높았다. 또한 경로들의 특정간접효과를 분석한 결과에 따르면 만족지연이 과제지속을 거쳐 수업참여에 미치는 효과만이 정적으로 유의하게 나타났다. 종합하면 자기통제가 수업참여에 미치는 긍정적인 효과에서 만족지연과 과제지속의 설명력이 상대적으로 높음을 확인할 수 있었다.

Abstract

This study aimed to explore the role of elementary school students’ self-control in their classroom engagement. Based on prior research, self-control included delay of gratification, impulse control, task persistence and learning behavior control. I specifically investigated discriminant predictability of factors of self-control on classroom engagement in terms of internal (e.g. delay of gratification, impulse control) and external (e.g. task persistence, learning behavior control) level of control. A total of 215 4th to 6th grade students were participated in the present study and structural equation modeling was employed to analyze data. Results showed that the model fit data well and internal factors of self-control positively predicted classroom engagement mediated by external factors of self-control. Specifically, students who demonstrated higher delay of gratification showed higher task persistence and behavior control. Results from the analysis of specific indirect effects revealed that the path from delay of gratification to classroom engagement via task persistence was significantly positive, meaning that task persistence mediated the relationship between delay of gratification and classroom engagement. The path coefficients from impulse control and behavior control to classroom engagement, however, were not statistically significant. Theoretical and practical implications were discussed.

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