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고등학생의 지각된 교실수행목표구조와 공격성의 관계: 학업스트레스와 삶의 의미의 매개효과

The Relationship Between Perceived Classroom Performance Goal Structures and Aggression of High School Students: Mediating Effects of Academic Stress and Meaning in Life

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초록

본 연구는 학급환경이 우월한 능력을 드러내거나 열등한 능력을 감추는 것을 강조한다고 지각하는 정도인 교실수행목표구조(수행접근, 수행회피)가 고등학생의 공격성으로 이어지는 구체적 기제를 이해하고자 하였으며, 이때 학업스트레스와 삶의 의미의 매개효과에 초점을 맞추었다. 고등학교 1, 2학년 595명의 자기보고식 설문자료로 구조방정식 모형 분석을실시한 결과, 교실수행목표구조 각 유형은 모두 공격성을직접 예측하지 않았지만 학업스트레스를 정적으로 예측하였으며, 교실수행접근목표구조의 경우 삶의 의미 또한 정적으로예측하였다. 한편, 학업스트레스는 공격성을 예측하지 않았지만, 삶의 의미는 공격성을 부적으로 예측하였다. 교실수행목표구조에서 학업스트레스와 삶의 의미를 순차적으로 거쳐 공격성을 예측하는 이중매개효과는 두 모형 모두에서 유의하였다. 또한 삶의 의미의 단순매개효과는 교실수행접근목표구조 모형에서만 유의하였다. 학업스트레스의 단순매개효과는 두 모형 모두 유의하지 않았다. 본 연구는 고등학생이 지각한 교실수행목표구조가 그 유형에 따라 공격성에 미치는 효과가 달라질 수 있음을 보여주었다는 의의를 지닌다.

Abstract

The purpose of this research is to explore the mechanism between classroom performance goal structures(approach/avoidance) and aggression, with focus on the mediating effects of academic stress and meaning in life. Data of 595 high school students were analyzed through structural equation modeling. As a result, both types of goal structures did not directly predict aggression, whereas they both positively predicted academic stress and meaning in life. Furthermore, academic stress did not predict aggression, while meaning in life negatively predicted aggression. The double mediation effect was significant in both research models. The mediating effect of meaning in life was only significant in the model concerning approach goal structure. However, the mediating effect of academic stress was not significant in either model. This study holds significance in revealing the possibility of different effects that different types of classroom performance goal structures have on the aggression.

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