초·중·고등학생의 학업성취에 영향을 주는 변인탐색: 유능감, 가정의 심리적 환경 및 학교환경 특성을 중심으로

초록

This study was to examine whether students' perceived competence, family processes, and school climate influence their academic achievement. Subjects were 152 upper elementary school students, 301 junior high school students, and 220 high school students in Seoul, Korea. Pearson's correlations indicated that students' academic achievement was associated with perceived competence, family processes, and school climate in conceptually expected directions. For the school climate measure, the teacher behavior scale and the instructional climate scale were used. Stepwise regression analyses showed that cognitive competence, closeness from the family process measure predicted the academic achievement of the upper elementary school students. Cognitive competence, monitoring from the family process measure, and intruding from the teacher behavior measure predicted the academic achievement of the middle school students. Moreover, Cognitive competence and monitoring from the family process measure predicted the academic achievement of the high school students. Interestingly, cognitive competence was the most influential predictor in all of the regression models from the elementary to the high school periods. Implications of the findings were discussed in terms of cognitive competence, family practices and instructional climate.

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