고등학생이 지각한 교실의 사회적 환경, 관여 및 학업성취 간의 구조적 관계
The Structural Relationship among the Classroom Social Environment, Engagement and Academic Achievement in High School Students
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초록
본 연구의 목적은 고등학생이 지각한 교실의 사회적 환경(교사지지, 친구지지), 관여 및 학업성취 간의 구조적 관계를 규명하고, 고등학생의 학업성취에 대한 예언변인들의 상대적 영향력을 밝히는데 있다. 대전광역시, 강원도, 충청남도에 위치한 4개 고등학교 2학년 학생 400명(남 222명, 여 178명)에게 교실의 사회적 환경 검사, 관여 검사, 학업성취 검사를 실시하여 자료를 수집하였다. 자료분석은 LISREL 8.54를 이용한 공변량구조 분석이 수행되었다. 본 연구의 주요한 연구결과는 다음과 같다. 첫째, 교실의 사회적 환경에서 교사지지와 친구지지는 관여에 직접적으로 유의한 영향을 주지만, 학업성취에는 관여를 통해서 간접적으로만 영향을 주는 것으로 나타났다. 또한 관여는 교실의 사회적 환경과 학업성취의 관계에서 완전 매개역할을 하는 것으로 나타났다. 둘째, 고등학생의 관여 및 학업성취에 대한 예언변인들의 상대적 영향력에서, 교사지지와 친구지지는 관여에 같은 정도(β=.37)로 직접적인 영향을 주지만 학업성취에는 관여를 통해 간접적인 영향을 주는 것으로 나타났다. 관여는 학업성취에 직접적인 영향(β=.50)을 주는 것으로 나타났다. 본 연구결과를 토대로 인지적․행동적 관여의 교육적 시사점과 제언을 도출하였다.
Abstract
The purpose of this study was to investigate the structural relationship among the classroom social environment, engagement, and academic achievement in high school students. The subjects of the study were 400 high school students(222 male, 178 female) from four high schools in Gangwon, Chungnam, and Daejon. The survey instruments used for the study were Classroom Social Environment Scale, Engagement Scale, and Academic Achievement Scale. The statistical method employed for data analysis was structural equation modeling(SEM) analysis by LISREL 8.54. The results of the study were as follows: First, The classroom social environment had a significant effect on high school students' cognitive and behavioral engagement. And teachers' and friends' emotional-academic support had a significant effect on their academic achievement. Second, high school students' engagement played a full mediate role in the relationship between classroom social environment and academic achievement. Also, their teachers' and friends' support had a indirect effect(β=.18, β=.19, respectively) on the academic achievement via engagement, which in turn, had a direct effect(β=.50) on their academic achievement. Theoretical and practical implications are discussed.
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