중학생이 지각한 학급풍토와 학교학습태도와의 관계

A Relationship between the Attitude toward School Learning and Classroom Climate Perceived by Junior high School Students.

This study was conducted to investigate the attitude toward school learning of the junior high school students and to evaluate the relationships between it s scores and classroom climate subvariables perceived by them. Seven hundred ninety nine students were sampled from the 19 middle schools by the cluster sampling method, in may 2004. The major findings of the study were as follows; 1) The classroom climate subvariables were significantly different according to the type of the junior high school. 2) The attitude toward school learning scores were significantly correlated with the classroom climate subvariables. 3) Multiple regression analysis explained that the attitude toward school learning scores were highly affected by the satisfaction, the competitiveness, the favoritism, and the disorganization as order. 4) Multiple regression analysis explained that the attitude toward school learning scores of the boy s junior high school students were highly affected by the competitiveness, and the favoritism as order. 5) Multiple regression analysis explained that the attitude toward school learning scores of the girls junior high school students were highly affected by satisfaction, the disorganization, and the apathy as order. 6) Multiple regression analysis explained that the attitude toward school learning scores of the coeducational junior high school students were highly affected by the satisfaction, the friction, the competitiveness, the disorganization, and the cliquishness as order. 7) Multiple regression analysis explained that the attitude toward school learning scores of the rural junior high school students were highly affected by the satisfaction, the competitiveness, and the cohesiveness as order.