청소년들의 자기주도학습, 관계성, 자아개념 및 학업성취 간의 관계

초록

This study was to examine the causal relationships between relatedness(i.e., teacher-student relationship, and peer relationship), self-concept, self-directed learning, and academic achievement.The participants were 14,846(i.e., 5,059 elementary, 4,544 middle, and 5,243 high) students in Grades 4, 7, and 10 from 108 elementary, 74 junior-high, and 83 high schools in Seoul, Korea.The structural equation model for the total sample supported that teacher-student relationship had direct effects on self-concept, self-directed learning, and academic achievement. Also, peer relationship had direct effects on self-concept and self-directed learning, whereas self-concept had direct effects on self-directed learning and academic achievement. Moreover, there were differences on relatedness(i.e., teacher-student relationship, and peer relationship), and self-concept among school levels. Results are discussed in terms of their implication for mediating role of competence in school settings.

키워드