초등학생이 지각한 교수실제와 학업스트레스 간의 관계 : 마인드셋과 자기결정성의 매개효과

초록

This study examined the structural relationships among elementary school students’ perceived instructional practices, mindset, self-determination, and academic stress. It also investigated the mediating effects of mindset and self-determination in the relationship between instructional practices and academic stress. Secondary data from the second wave of the 2013 Korean Education Longitudinal Study (KELS), collected in 2014, were analyzed. The final sample consisted of 5,783 sixth-grade elementary school students. The major findings were as follows. First, perceived instructional practices showed positive paths to growth mindset and self-determination and negative paths to fixed mindset and academic stress. Growth mindset was positively associated with self-determination, whereas fixed mindset was negatively associated with self-determination and positively associated with academic stress. Self-determination was negatively associated with academic stress. Second, perceived instructional practices were negatively associated with academic stress through fixed mindset and through self-determination. Third, the sequential indirect paths from instructional practices to academic stress through growth mindset and self-determination, and through fixed mindset and self-determination, were significant. These findings suggest that supportive and interactive instructional practices may help reduce elementary school students’ academic stress by shaping their mindset and self-determined motivation. The study highlights the importance of considering both classroom instructional environments and students’ internal psychological factors when designing educational support strategies to reduce academic stress in elementary school contexts.

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