초·중·고등학생의 지적능력에 대한 신념에 영향을 미치는 환경적 특성 변인 탐색

초록

This study was to examine whether students' family environments and school environments influence their beliefs about intelligence. Subjects were 649 elementary students, 640 junior-high school students, and 586 high school students in Seoul, Korea. Pearson's correlations indicated that students' beliefs about intelligence was associated with three sub-factors of family processes, process-oriented discipline of parents, parental autonomy support, three sub-factors of school capital, learning environment, teachers' behavior. A series of hierarchical multiple regression analyses were conducted at each school level in explaining students' beliefs about intelligence. Results are as followed. For elementary school students, personal growth, parental autonomy support, process-oriented discipline of parents, and instructional context of school capital predicted their beliefs about intelligence. For junior-high school students, parental autonomy support, relationship dimension of family process, and process-oriented discipline of parents predicted their beliefs about intelligence. For high school students, process-oriented discipline of parents, parental autonomy support, and instructional context of school capital predicted their beliefs about intelligence.

키워드