교수실제, 가정의 심리적 환경과 학교행복감 간의 관계에서 중학생의 학업정서와 자기주도학습의 매개효과

초록

Purpose: This study was to explore the structural relationships among instructional practices, family process, academic emotions, self-directed learning, and school happiness perceived by middle school students. Moreover, it examined gender differences in these variables and the mediating effects of academic emotions and self-directed learning on the relationship between instructional practices, family process, and school happiness. Method: This study utilized the data from the 6th year of the Busan Education Longitudinal Study (BELS), and 2,941 middle school 3rd-grade students were selected as the final analysis subjects. Pearson's product-moment correlation coefficients were analyzed to examine the interrelationships among the variables, and independent sample t-tests were conducted to compare gender differences. Structural relationships between variables were analyzed using AMOS 26.0. Results: Firstly, significant positive correlations among instructional practices, family process, academic emotions, self-directed learning, and school happiness were observed. Secondly, there were significant gender differences in the sub-factors of instructional practices, such as teachers' enthusiasm and perceptions of teaching ability, as well as in the sub-factor of academic emotions such as subject interest, self-directed learning, and school happiness. Finally, academic emotions and self-directed learning were found to mediate the relationship between instructional practices, family process, and school happiness. Conclusion: The findings of this study indicated that both family process and instructional practices had a direct impact on enhancing students' school happiness, and also contributed to improving academic attitudes and promoting self-directed learning, ultimately enhancing overall school happiness. These findings can be utilized as valuable empirical data for exploring ways to enhance middle school students' school happiness.

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