고등학생의 학업 동기 및 사회적 지지와 학업 성취와의 관계

초록

This study examined whether high school students' academic motivation and social support influenced their academic achievement and whether social support influenced their academic motivation. The subjects of the study were 382 students (151 boys and 231 girls) from three high schools in Gyeonggi Province, Korea. Measures of academic motivation (i.e., intrinsic, extrinsic, and amotivation), social support (i.e., family, friends, and significant other), and academic achievement were used. Pearson's correlations indicated that students' academic achievement was associated with intrinsic and extrinsic motivation, amotivation, the perceived support from their family and friends. Stepwise multiple regression analyses showed that amotivation and extrinsic motivation predicted academic achievement; perceived support from family predicted academic achievement; perceived support from family, friends, and significant other positively predicted students’ intrinsic motivation; perceived support from family and friends positively predicted students’ extrinsic motivation; perceived support from family negatively predicted amotivation. Implications of these findings were discussed in terms of academic motivation, social support, and academic achievement.

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