기관회원 [로그인]
소속기관에서 받은 아이디, 비밀번호를 입력해 주세요.
개인회원 [로그인]

비회원 구매시 입력하신 핸드폰번호를 입력해 주세요.
본인 인증 후 구매내역을 확인하실 수 있습니다.

회원가입
장바구니
 고객센터
본문검색
  • 검색 히스토리
실시간 인기검색어
서지반출
중·고등학생의 수업참여와 부모, 교사, 학생 변인 간의 구조적 관계
[STEP1]서지반출 형식 선택
파일형식
@
서지도구
SNS
기타
[STEP2]서지반출 정보 선택
  • 제목
  • URL
돌아가기
확인
취소
  • 중·고등학생의 수업참여와 부모, 교사, 학생 변인 간의 구조적 관계
  • The Relationships Among Parents-, Teacher-,Student-Related Variables and Student Engagement in Middle and High School
ㆍ 저자명
유지혜
ㆍ 간행물명
교육학연구KCI
ㆍ 권/호정보
2015년|53권 3호(통권167호)|pp.1-30 (30 pages)
ㆍ 발행정보
한국교육학회|한국
ㆍ 파일정보
정기간행물|KOR|
PDF텍스트(1.18MB)
ㆍ 주제분야
교육학
서지반출

국문초록

본 연구는 우리나라 중․고등학생의 학교 수업참여와 관련된 부모, 교사, 학생 변인과 학생들의 수 업참여 간의 구조적 관계를 밝히는 것을 목적으로 한다. 본 연구에서는 수업참여를 인지적 참여, 정의 적 참여, 행동적 참여의 세 가지로 구분하여 전체 수업참여 뿐만 아니라 각 하위영역의 참여 모형을 각각 설정하여 변인 간 관계를 분석하였다. 연구대상은 서울․경기 지역에 소재한 일반계 중․고등학 교의 중학교 1학년에서 고등학교 2학년까지의 학생 1,163명이며, 구조방정식 모형 분석을 통하여 변인 간 관계를 검증하였다. 연구결과는 첫째, 수업참여 모형에서 부모의 학업기대와 학업적 지원, 교사의 수업행동, 학생의 유능성 욕구는 수업참여에 직접적인 정적 영향을 미쳤으며, 부모의 학업기대와 교사 의 수업행동은 유능성 욕구를 매개로 수업참여에 간접적인 영향 또한 미쳤다. 반면 부모의 정서적 지 원은 수업참여에 간접적인 영향만 미쳤다. 둘째, 인지적 참여 모형에서 부모의 학업기대와 교사의 수 업행동은 인지적 참여에 직접적인 영향 뿐만 아니라 각각 유능성을 매개하여 간접적인 영향 또한 미 쳤다. 또한 인지적 참여에 대해 학생의 유능성 욕구는 직접적으로, 부모의 정서적 지원은 유능성 욕구 를 매개로 간접적으로만 영향을 미쳤다. 셋째, 정의적 참여 모형에서 부모의 학업적 지원, 교사의 수 업행동, 학생의 자율성 욕구, 유능성 욕구는 정의적 참여에 직접적으로 정적인 영향을 미쳤으며, 부모 의 학업기대, 교사의 수업행동은 간접적인 영향 또한 미쳤다. 반면 부모의 정서적 지원은 간접적인 영 향만 미쳤다. 마지막으로 행동적 참여 모형에서는 부모의 학업기대와 교사의 수업행동은 행동적 참여 에 직.간접적인 영향을 미쳤으며, 부모의 학업적 지원과 학생의 유능성 욕구는 직접적인, 부모의 정서 적 지원은 간접적인 영향만 미쳤다.

영문초록

This study aims to examine the structural relation of parents, teacher, student variables related to student engagement of class in middle and high school. This study divided student engagement into three parts: cognitive engagement, affective engagement, behavioral engagement, and analyzed each engagement model. The current study analyzed 1163 data from 7-11th grade students who are currently enrolling in middle and high school using structural equation model. The results of this study are as follows: First, parental academic expectation, parental academic support, teacher's class behaviors, student's competence had meaningful positive effects on student engagement directly. Also parental academic expectation and teacher's class behaviors would influence on student engagement indirectly mediating competency. However, parental emotional support only indirectly influenced on student engagement. Second, parental academic expectation, teacher's class behaviors would influence on cognitive engagement indirectly mediating competency. Also cognitive engagement was influenced directly by competence need and indirectly by parental emotional support mediating competence need. Third, parental academic support, teacher's class behaviors, autonomy, competency had meaningful positive effects on affective engagement directly. Parental academic expectation and teacher's class behaviors also would influence on affective engagement indirectly. Parental emotional support, however, influenced on affective engagement indirectly. Finally, parental academic expectation, teacher's class behaviors had effects on behavioral engagement directly and indirectly. And parental academic support and student's competency directly, parental emotional support indirectly influenced on behavioral engagement.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 논의 및 결론

키워드

수업참여인지적 참여정의적 참여행동적 참여student engagementcognitive engagementaffective engagementbehaviora engagement

참고문헌 (56건)

  • 김남희, 김종백(2011). 기본심리욕구와 수업참여를 매개로 한 학생-교사애착관계와 학업성취도의 관계: 교사지지와 학생-교사 애착관계의 의미와 역할을 차이를 중심으로. 교육심리연구, 25(4), 763-789. (Translated in English) Kim, N. H., & Kim, J. B. (2011). The Relationship between Student-Teacher Attachment Relationship and Academic Achievement mediated by Basic Psychological Needs and Academic Engagement: Differences in the Meaning and Roles of Teahcer Support and Student-Teacher Attachment Relationship. The Korean Journal of Educational Psychology, 25(4), 763-789.
  • 김범, 조홍식(2012). 체육수업에서 학생들의 기본적 심리욕구가 학업적 자기효능감과 수업참여 태도 성향에 미치는 영향. 한국체육과학회지, 21(5), 865-877. (Translated in English) Kim, B. & Cho, H. S. (2012). The effect of students' experiencing of their basic psychological needs on class participation attitude tendency and academic self-efficacy in physical education class. Korean Journal of Sports Science, 21(5), 865-877.
  • 김은주, 도승이(2009). 협동학습에서 학습자의 유능감 및 관계성 욕구와 내재동기 및 수업 참여의 관계분석. 교육심리연구, 23(1), 181-196. (Translated in English) Kim, E. J. & Do, S. L. (2009). The Relationship among College Students' Competence, Relatedness, Intrinsic Motivation, and Engagement in Cooperative Learning. The Korean Journal of Educational Psychology, 23(1), 181-196.
  • 김종렬(2012). 부모와 교사의 자율성지지, 내재적 미래목표와 수업참여간의 구조적 관계분석. 초 등교육연구, 25(1), 147-167. (Translated in English) Kim, J. R. (2012). The Analysis of Structural Relationship Among Perceived Parents and Teacher's Autonomy Support, Intrinsic Future Goal, and Engagement. The Journal of Elementary Education, 25(1), 147-167.
  • 김종렬, 이은주(2012). 초, 중학교급별 교실목표구조, 기본심리욕구, 수업참여 간의 구조적 관계분석. 교육심리연구, 26(3), 817-835. (Translated in English) Kim, J. R. & Lee, E. J. (2012). The Structural Relationship among Classroom Goal Structures, Basic Psychological Needs, and Academic Engagement of Elementary and Middle School Students. The Korean Journal of Educational Psychology, 26(3), 817-835.
  • 김호권(1979). 완전학습의 원리. 서울: 배영사. (Translated in English) Kim, H. K. (1979) The Principles of Mastery Learning. Seoul: Baeyoungsa.
  • 김희수(2004). 중학생이 지각한 부모행동과 애착안정성 및 학교적응과의 관계. 중등교육연구, 52(2), 501-518. (Translated in English) Kim, H. S. (2004). The Relationship between Parental Behavior, Attachment Stability and School-related Adjustment perceived by Middle School Students. Secondary Education Research, 52(2), 501-518.
  • 남인수(2010). 체육수업에서 교사의 교수행동이 초등학생의 상황적 동기 및 수업만족도에 미치는 영향. 한국초등체육학회지, 16(2), 119-129. (Translated in English) Nam, I. S. (2010). The Effect of Teacher's Teaching Behavior on Situational Motivation and Lesson Satisfaction of Elementary Physical Education. The Korean Journal of the Elementary Physical Education, 16(2), 119-129.
  • 류방란, 신희경, 이규재, 최윤선(2008). 학교학습부적응에 미치는 가정과 학교의 영향력 분석. 교육학연구, 46(2), 179-208. (Translated in English) Ru, B. R., Shin, H. K., Lee, G. J., & Choi, Y. S. (2008). Analysis of the effects of family and school on the school maladjustment and academic achievement. Korean Journal of Educational Research, 46(2), 179-208.
  • 문수경(2004). 청소년의 부모-자녀관계에 영향을 미치는 생태체계 변인: 부․모․자녀를 대상으로. 박사학위논문, 숙명여자대학교, 서울. (Translated in English). Moon, S. K. (2004). An Analysis of Ecological Variables Affecting Adolescents' Parent-Child Relationship with a triad of father-mother child(Unpublished doctoral dissertation). Sookmyung Women's University, Seoul.
  • 문은식, 김충희(2003). 부모의 학습지원행동과 초. 중학생의 학업동기 및 학업성취도의 관계. 교육심리연구, 17(2), 271-288. (Translated in English) Moon, E. S. & Kim, C. H. (2003). The Relationships Between Parents' Perceptions of Parental Involvement and the Academic Motivation and Achievement of Elementary and Middle School Students. The Korean Journal of Educational Psychology, 17(2), 271-288.
  • 박영배(1985). 자기충족적 예언과 학업성취와의 관계. 석사학위논문, 고려대학교, 서울. (Translated in English) Park, Y. B. (1985) The Relationships Between Self-fulfilling Prophecy and Academic Achievement. Master's Thesis, Korea University, Seoul.
  • 박인우(2011). 학습자의 기본적 심리 욕구와 교사의 자율성지지 및 교수전략이 학습자의 수업 참여에 미치는 영향 분석. 교육방법연구, 23(1), 235-250.(Translated in English) Park, I. W. (2011). An analysis of effects of learner's basic psychological needs, and instructor's support for autonomy and instructional strategies on learner participation in instruction. The Korean Journal of Educational Methodology Studies, 23(1), 235-250.
  • 서영석(2010). 상담심리 연구에서 매개효과와 조절효과 검증: 개념적 구분 및 자료 분석 시 고려사항. 한국심리학회지: 상담 및 심리치료, 22(4), 1147-1168. (Translated in English). Seo, Y. S. (2010). Testing Mediator and Moderator Effects in Counseling Psychology Research: Conceptual Distinction and Statistical Considerations. Korean Journal of Counselling and Psychology, 22(4), 1147-1168.
  • 오명희, 장윤옥(2007). 가족건강성과 부모의 학업기대유형에 따른 청소년 학습동기의 차이. 한국과정과교육학회지, 19(4), 57-74. (Translated in English) Oh, M. H. & Jang, Y. O. (2007). Difference in Adolescent's Academic Motivation by Family Strengths and Parent's Expectation Styles. Journal of Korean Home Economics Education Association, 19(4), 57-74 .
  • 유지원, 강명희(2011). 대학생의 학습참여에 영향을 주는 사회적 요인, 심리적 욕구 요인, 동기 요인 간의 구조적 관계. 교육학연구, 49(4), 55-85. (Translated in English) Y, J. W. & Kang, M. H. (2011). The Structural relationship among social factor, psychological need factor, and motivational factor for enhancing learning engagement. Korean Journal of Educational Research, 49(4), 55-85.
  • 이경화, 유경훈, 김은경(2012). 중. 고등학생 집단에서 부모의 교육적 지원, 자기결정성 동기, 자기조절전략 간의 관계. 교육문제연구, 42, 157-175.(Translated in English) Lee, K. H., Lew, K. H., & Kim, E. K. (2012). Analysis of Relation on Parents' Educational Support, Self-Determination Motivation and Self Regulation Strategies between Middle and High School Students. Journal of Research in Education, 42, 157-175.
  • 이상섭, 조홍식(2013). 체육교사의 자율성 지지와 학생들의 교과 흥미도 및 수업참여와의 구조적 관계. 한국체육과학회지, 22(3), 915-929. (Translated in English) Lee, S. S. & Cho, H. S. (2013). The Structural relationship between autonomy support by physical educator and subject interest including the class participation of students. Korean Journal of Sports Science, 22(3), 915-929.
  • 이명희, 김아영(2008). 자기결정성이론에 근거한 한국형 기본 심리 욕구 척도 개발 및 타당화. 한국심리학회지: 사회 및 성격, 22(4), 157-174. (Translated in English) Lee, M. H. & Kim, A. Y. (2008). Development and Construct Validation of the Basic Psychological Needs Scale for Korean Adolescents: Based on the Self-Determination Theory. The Korean Journal of Social and Personality Psychology, 22(4), 157-174.
  • 이혜영, 손흥숙, 김일혁, 김미숙(2012). 학생의 학교 부적응 진단과 대책(Ⅰ). 한국교육개발원. (Translated in English) Lee, H. Measures and Diagnosis of Students' School Maladjustment (Ⅰ). Korea Educational Development Institute.
  • 정채윤, 이은희(2013). 과학고 학생들의 효능감과 부모의 학업기대가 학업참여에 미치는 영향. 한국심리학회 연차학술발표대회 논문집, 2013(1), 268-268.(Translated in English) Jeong, C. Y. & Lee, E. H. (2013). The Influence of Science High School Students' Self-Efficacy and Parents' Academic Expectation on Their Academic Engagement. Korean Psychological Association Annual Conference, 2013(1), 268-268.
  • 조한익(2012). 초등학생의 성취목표지향성, 성취정서, 학업성취도 및 주관적 안녕감의 구조적 관계 분석. 교육심리연구, 26(4), 1001-1021. (Translated in English) Cho, H. I. (2012). The Effects of Achievement Goal Orientation, Achievement Emotions, and Academic Achievement on Subjective Well-Being. The Korean Journal of Educational Psychology, 26(4), 1001-1021.
  • 조혜영(2008). 학습자의 귀인성향과 부모의 학습관여방식이 학습동기에 미치는 효과. 상담평가연구, 1(1), 73-88. (Translated in English) Cho, H. Y. (2008). The effect of learner's attribution tendency and parents' learning involvement type on motivation to learn. Journal of Evaluation on Counseling, 1(1), 73-88.
  • 최정희(2004). 교사의 변환적 지도력과 학생의 수업 참여의 관계. 교육행정학연구, 22(4), 1-22. (Translated in English) Choi, J. H. (2004). A Study on the Relationship between Teacher's Transformational Leadership and Students' Engagement with Classroom Activities. The Journal of Educational Administration, 22(4), 1-22.
  • 최희철, 유순덕, 장지영, 정민선(2011). 사회적 지지와 규범적응, 수업적응의 관계에서 기본욕구충족의 매개효과 검증. 상담학연구, 12(5), 1813-1831. (Translated in English) Choi, H. C., Yoo, S. D., Jang, J. Y., & Jung, M. S. (2011). Psychological Basic Needs as a Mediator between Social Support and Norm Adjustment and Class Adjustment. Korea Journal of Counseling, 12(5), 1813-1831.
  • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.
  • Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.
  • Beutel, A. M., & Anderson, K. G. (2008). Race and the educational expectations of parents and children: The case of South Africa. The Sociological Quarterly, 49(2), 335–361.
  • Campbell, J. R. (1994). Developing cross-cultural/cross-national instruments: Using cross-national methods and procedures. International Journal of Educational Research, 21(7), 675-684.
  • Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the schools, 40(4), 417-427.
  • Connell, J. P. & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (Vol. 23). Chicago: University of Chicago Press.
  • Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268.
  • Fan, W. & Williams, C. M. (2010). The effects of parental involvement on students' academic self-efficacy, engagement and intrinsic motivation. Educational psychology, 30(1), 53-74.
  • Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467-480.
  • Finn, J. D. & Zimmer, K. S. (2012). Student Engagement: What is it? Why does it matter?. In S. L. Christenson et al., (Eds.), Handbook of research on student engagement(pp. 97-131). Springer Science+Business Media.
  • Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore & L. Lippman (Eds.). What do children need to flourish?: Conceptualizing and measuring indicators of positive development. New York, NY: Springer Science and Business Media.
  • Fredricks, J. A., & Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
  • Frenzel, A. C., Goetz, T., Ludtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment, Journal of Educational Psychology, 101(3), 705-716.
  • Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478-493.
  • Gonzalez, A., Doan Holbein, M., & Willems, P. (2005). Examining the relationship between parental involvement and student motivation. Educational psychology review, 17(2), 99-123.
  • Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19(1), 53-60.
  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184-191.
  • Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: a meta-analysis. Urban Education, 42(1), 82-110.
  • Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions andmeasures of school engagement and related terms. California School Psychologist, 8(1), 7-27.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: ASCD.
  • Newmann, F., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Eds.), Student engagement and achievement in American secondary schools (pp. 11-39). New York: Teachers College Press.
  • Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98.
  • Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson et al., (Eds.), Handbook of research on student engagement(pp. 365-386). Springer Science+Business Media.
  • Raftery, J. N., Grolnick, W. S., & Flamm, E. S. (2012). Families as facilitators of student engagement: toward a home-school partnership model. In S. L. Christenson et al., (Eds.), Handbook of research on student engagement(pp. 343-364). Springer Science+Business Media.
  • Rutchick, A. M., Smyth, J. M., Lopoo, L. M., & Dusek, J. B. (2009). Great expectations: The biasing effects of reported child behavior problems on educational expectancies an subsequent academic achievement. Journal of Social and Clinical Psychology, 28(3), 392–413.
  • Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research(pp. 3-33). Rochester, NY: University of Rochester.
  • Skinner, E. A. & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson et al., (Eds.), Handbook of research on student engagement(pp. 21-44). Springer Science+Business Media.
  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?. Journal of Educational Psychology, 100(4), 765-781.
  • Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A Motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
  • Wang, M. T., & Holcombe, R. (2010). Adolescents' perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662.
구매하기 (5,900)
장바구니
추천 연관논문