초등학생의 학습의지가 학업적 자기효능감에 미치는 영향

The Effect of Academic Volition on Academic Self-Efficacy Recognized by Elementary School Students: Focusing on the mediating effect of Teacher-Student Relationship

목적 본 연구는 학습의지, 학업적 자기효능감, 교사-학생 관계 변인들 간의 관계 분석을 통해 초등학생의 학업적 자기효능감을 향상시키기 위한 방향을 모색함에 있다. 방법 이를 위해 첫째, 초등학생의 학습의지, 교사-학생 관계, 학업적 자기효능감의 관계를 살피고, 둘째, 초등학생의 학습의지와 학업적 자기효능감 관계에서 교사-학생 관계의 매개효과를 분석하였다. 결과 첫째, 학습의지, 교사-학생 관계, 학업적 자기효능감의 상관관계를 살펴본 결과, 모두 유의미한 정적 상관관계를 보였다. 둘째, 학습의지와 학업적 자기효능감의 관계에서 교사-학생 관계의 매개효과를 분석한 결과, 부분매개 역할을 하는 것으로 나타났으며, 교사-학생 관계의 다섯 가지 하위요인 중 이해공감이 부분매개효과를 보였다. 결론 초등학생의 학업적 자기효능감을 높이기 위해서는 교사-학생 관계를 매개로 한 학습의지가 중요하다는 것이 확인되었다.

Objectives The purpose of this study is to find a direction for successful academic self-efficacy through analyzing the relationship between academic volition, academic self-efficacy, and teacher-student relationship. Methods To this end, first, examine the relationship among academic volition recognized by elementary school students and teacher-student relationship and academic self-efficacy. And second, analyze the mediating effect of teacher-student relationship in relation to academic volition and academic self-efficacy. Results First, the correlation between academic volition, teacher-student relationship and academic self-effi-cacy showed significant positive correlation. Second, as a result of analyzing the mediating effect of teacher-stu-dent relationship on the relationship between academic volition and the academic self-efficacy, it was partially mediated. And among the five sub variables of the teacher-student relationship, understanding & empathy were partially mediated. Conclusions In conclusion it was confirmed that academic volition through teacher-student relationship is im-portant for improving academic self-efficacy.