교사-학생 관계, 성취목표지향성, 학업적 자기효능감이 학습몰입에 미치는 영향

The influences of the teacher-student relationship, the achievement goal orientation, and the academic self-efficacy on learning flow

본 연구의 목적은 초등학생들이 지각하는 교사-학생 관계와 성취목표지향성 및 학 업적 자기효능감이 학습몰입에 어떠한 영향을 미치는지를 알아보기 위해 각 변인들 간의 구조적 관계를 명확하게 규명하는 것이다. 이러한 연구의 목적을 달성하기 위해 서울, 충북, 경북 소재의 초등학생 5, 6학년 398명의 자료를 활용하여 분석하였다. 변 인들 간의 관계를 알아보기 위해 상관분석과 기술통계치를 산출하고, 교사-학생 관 계, 성취목표지향성 및 학업적 자기효능감, 학습몰입의 구조적 관계모형의 적합도를 검증하기 위해 구조방정식모형(Structural Equation Modeling; SEM)을 실시하였다. 그 결과 첫째, 수행목표와 자신감의 관계를 제외하고 모두 유의미한 정적상관이 있는 것으로 나타났다. 둘째, 교사-학생관계와 성취목표 및 학업적 자기효능감과 학 습몰입의 구조적 관계를 알아 본 결과, 학생들이 지각한 교사-학생관계는 성취목표 지향성과 학습몰입에 직접적으로 영향을 주었으나 학업적 자기효능감에는 간접적으 로 영향을 주었다. 그리고 교사-학생관계는 성취목표 지향성을 매개로 학습몰입에 영향을 주었으며 성취목표지향성은 학업적 자기효능감을 매개로 학습몰입에 영향을 주는 것으로 나타났다. 본 연구결과는 학습에 몰입하는 과정에서 교사-학생관계와 학습동기와의 관련성을 구조관계 모형 속에서 통합적으로 확인하였다.

This purpose of this research is to investigate what kinds of influences the teacher-student relationship as perceived by elementary school students have on the achievement goal orientation, the academic self-efficacy, and the learning flow and to clearly investigate the structural relationships between each of the variables. In order to accomplish the purpose of the research, the data on 398 persons who were in the fifth grade and the sixth grade in elementary school located in Seoul, Chungbuk, and Gyeongbuk were utilized and analyzed. First, in order to find out the relationships between the variables, as a result of analyzing the correlations among the teacher-student relationship, the achievement goal orientation, the academic self-efficacy, and the learning flow, it appeared that all of them have the positive relationships excluding the relationship between the aim of accomplishment and the confidence. And, as a result of taking a look at the structural relationships between the teacher-student relationship, the aim of accomplishment, the academic self-efficacy, and the learning flow, the teacher-student relationship perceived by the students had directly influenced accomplishment aim-orientedness and the learning flow. However, it had the indirect influences on the academic self-efficacy. And, with the accomplishment aim-orientedness as a carrier, the teacher-student relationship had influences on the learning flow. And it appeared that the achievement goal orientation had the influences on the learning flow with the academic self-efficacy as a carrier. The results of this research integrally confirmed the relation between the teacher-student relationship and the academic motivation in the process of being immersed in the study through a structural relations model.