중국 중학생(初中生)들의 학교 참여에 영향을 미치는 변인－관계성과 유능감을 중심으로－

초록

This study was to examine whether Chinese junior-high school students’competence mediated the links between relatedness and school engagement. Of the 729 junior-high school students surveyed from 2 junior-high schoolsin Shen Yang, China, 582 completed and returned the questionnairesyielding a total response rate of 79.8%. The final sample consisted of 266males (45.7%) and 316 females (54.3%). Their average age was 13.56years. Measures of students’ school engagement (i.e., affective engagement,behavioral engagement, and cognitive engagement), relatedness (i.e., student/teacher relationship, parent/child relationship and peer relationship), andcompetence. Pearson’s correlations indicated that students’ school engagementwas positively associated with relatedness (i.e., student/teacher relationship,parent/child relationship and peer relationship) and competence. The 8thgraders had higher school engagement than the 7th graders. Moreover,mediational analysis indicated that competence mediated the relationshipbetween relatedness and school engagement. Results are discussed in termsof their implication for mediating role of competence in school settings.

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