청소년들의 관계성(교사-학생), 정서조절 및 학습몰입 간의 관계

초록

This study was to investigate causal relationships between relatedness(teacher-student), emotional regulation, and learning flow of middle school students. The participants were 321 students (i.e., 174 males, 147 females) in Seoul, Incheon, and Gyeonggi province, Korea. Their average age was 13.4 years. It was found that male students had stronger relatedness(teacher-student) and learning flow than female students. The structural equation model for the participants supported that relatedness(teacher-student) had positive direct and indirect effects on learning flow. Also, students' emotional regulation mediated between relatedness and learning flow. As a result of multi-group analysis, there were not significant gender differences observed. Results are discussed in terms of their implications in school settings.

키워드