중학생의 가정의 심리적 환경, 지적능력에 대한 신념 및 학업성취간의 관계

초록

This study was to explore the causal relationship between middle school students' beliefs about intellectual ability, family process, and academic achievement. Subjects were 331 middle school students in a metropolitan school district, Korea. Their average age was 14.75 years. Measures of their beliefs about intellectual ability, and family process were administered. Moreover, as their academic achievement, their mid-term and final-term exam records were collected under their agreement. Structural equation modeling techniques were used to test the relationships among the variables. It was found that family process affected their academic achievement via their beliefs about intelligence (entity and incremental). More specifically, it was observed that family process positively affected their academic achievement via one's incremental beliefs about intellectual ability, whereas family process negatively affected their academic achievement via one's entity beliefs about intellectual ability.

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