[학위논문]중학생의 자아정체감, 학교적응, 학업효능감 및 학업성취도와의관계 Relationship among the Ego-Identity, School Adjustment, Academic Efficacy and Academic Achievement of Middle School Students원문보기
본 연구는 중학생의 자아정체감과 학교생활적응, 학업효능감 및 학업성취도와의 관계를 알아보기 위하여 성별, 학년별에 따라 자아정체감과 학교적응, 학업효능감 및 학업성취도에는 차이가 있는지, 자아정체감, 학교적응력, 학업효능감 및 학업성취도간의 관계는 어떠한지, 자아정체감, 학교적응력, 학업효능감 중 학업성취도에 영향을 미치는 변인은 무엇인지를 알아보는데 목적을 두고 실시하였다. 이와 같은 연구를 위해 설정한 연구문제는 다음과 같다. 첫째, 성별,...
본 연구는 중학생의 자아정체감과 학교생활적응, 학업효능감 및 학업성취도와의 관계를 알아보기 위하여 성별, 학년별에 따라 자아정체감과 학교적응, 학업효능감 및 학업성취도에는 차이가 있는지, 자아정체감, 학교적응력, 학업효능감 및 학업성취도간의 관계는 어떠한지, 자아정체감, 학교적응력, 학업효능감 중 학업성취도에 영향을 미치는 변인은 무엇인지를 알아보는데 목적을 두고 실시하였다. 이와 같은 연구를 위해 설정한 연구문제는 다음과 같다. 첫째, 성별, 학년별에 따라 자아정체감과 학교적응, 학업효능감 및 학업성취도에는 차이가 있는가? 둘째, 자아정체감, 학교적응력, 학업효능감 및 학업성취도간의 관계는 어떠한가? 셋째, 자아정체감, 학교적응력, 학업효능감 중 학업성취도에 영향을 미치는 변인은 무엇인가? 본 연구를 위한 대상은 김해지역 내에 소재한 중학교 1, 2, 3학년 남녀 학생 360명을 선정하여 자아정체감, 학교적응, 학업효능감 및 학업성취도와의 관계에 대한 의견을 설문지를 통하여 조사하였다. 그리하여 얻어진 결과는 다음과 같다. 첫째, 중학생들의 자아정체감은 여학생이 남학생보다 자기수용성과 친밀성이 높고, 학업성취도는 여학생이 남학생보다 높았으며, 학년이 높을수록 교사관계 적응이 높음을 알 수 있었다. 둘째, 중학생들은 주체성과 자기수용성, 미래확신성, 그리고 자아정체감이 높을수록 학업성취도가 높고, 교우관계와 교사관계, 학업관계, 학교행정, 그리고 학교적응이 높을수록 학업성취도가 높았으며, 학업성취효능감과 학업통제효능감, 그리고 학업효능감이 높을수록 학업성취도가 높음을 알 수 있었다. 셋째, 학업성취도에 영향을 미치는 변인에 있어서 중학생들은 학업효능감이 높을수록 학업성취도가 높음을 알 수 있었다.
본 연구는 중학생의 자아정체감과 학교생활적응, 학업효능감 및 학업성취도와의 관계를 알아보기 위하여 성별, 학년별에 따라 자아정체감과 학교적응, 학업효능감 및 학업성취도에는 차이가 있는지, 자아정체감, 학교적응력, 학업효능감 및 학업성취도간의 관계는 어떠한지, 자아정체감, 학교적응력, 학업효능감 중 학업성취도에 영향을 미치는 변인은 무엇인지를 알아보는데 목적을 두고 실시하였다. 이와 같은 연구를 위해 설정한 연구문제는 다음과 같다. 첫째, 성별, 학년별에 따라 자아정체감과 학교적응, 학업효능감 및 학업성취도에는 차이가 있는가? 둘째, 자아정체감, 학교적응력, 학업효능감 및 학업성취도간의 관계는 어떠한가? 셋째, 자아정체감, 학교적응력, 학업효능감 중 학업성취도에 영향을 미치는 변인은 무엇인가? 본 연구를 위한 대상은 김해지역 내에 소재한 중학교 1, 2, 3학년 남녀 학생 360명을 선정하여 자아정체감, 학교적응, 학업효능감 및 학업성취도와의 관계에 대한 의견을 설문지를 통하여 조사하였다. 그리하여 얻어진 결과는 다음과 같다. 첫째, 중학생들의 자아정체감은 여학생이 남학생보다 자기수용성과 친밀성이 높고, 학업성취도는 여학생이 남학생보다 높았으며, 학년이 높을수록 교사관계 적응이 높음을 알 수 있었다. 둘째, 중학생들은 주체성과 자기수용성, 미래확신성, 그리고 자아정체감이 높을수록 학업성취도가 높고, 교우관계와 교사관계, 학업관계, 학교행정, 그리고 학교적응이 높을수록 학업성취도가 높았으며, 학업성취효능감과 학업통제효능감, 그리고 학업효능감이 높을수록 학업성취도가 높음을 알 수 있었다. 셋째, 학업성취도에 영향을 미치는 변인에 있어서 중학생들은 학업효능감이 높을수록 학업성취도가 높음을 알 수 있었다.
The purpose of this study was to examine the relationship among the ego-identity, school adjustment, academic efficacy and academic achieve- ment of middle school students. It's specifically attempted to find out whether not the gender and academic school year of middle school students made any diff...
The purpose of this study was to examine the relationship among the ego-identity, school adjustment, academic efficacy and academic achieve- ment of middle school students. It's specifically attempted to find out whether not the gender and academic school year of middle school students made any differences to their ego-identity, school adjustability, academic efficacy and academic achievement, how the four variables were tied into one another and which variable among ego-identity, school adjustability and academic efficacy affected their academic achievement. The research questions were posed as follows: First, Do the gender and school year of middle school students make any differences to their ego-identity, school adjustment, academic efficacy and academic achievement? Second, What is the relationship of their ego-identity, school adjustability, academic efficacy and academic achievement? Third, Among ego-identity, school adjustability and academic efficacy, which variable has an impact on their academic achievement? The subjects in this study were 360 selected boy an girl students who were in their first, second and third years of middle school in the region of Gimhae. A survey was conducted to see how they perceived the relationship among ego-identity, school adjustment, academic efficacy and academic achievement. The findings of the study were as follows: First, as for the ego-identity of the middle school students, the girls outdid the boys in self-acceptance and intimacy, and the former was also superior to the latter in academic achievement. The upper graders were better adjusted to their teachers. Second, those who were more excellent in subjectivity, self-acceptance, conviction about the future and ego-identity attained a higher achievement, and those who fared better with peers and teachers and were more superior in studies, school administration adjustment and school adjustment performed better at school. And those who were more outstanding in academic achievement efficacy, academic control efficacy and academic efficacy performed better as well. Third, concerning influential variable on academic achievement, the middle school students who had a better academic efficacy achieved better at school.
The purpose of this study was to examine the relationship among the ego-identity, school adjustment, academic efficacy and academic achieve- ment of middle school students. It's specifically attempted to find out whether not the gender and academic school year of middle school students made any differences to their ego-identity, school adjustability, academic efficacy and academic achievement, how the four variables were tied into one another and which variable among ego-identity, school adjustability and academic efficacy affected their academic achievement. The research questions were posed as follows: First, Do the gender and school year of middle school students make any differences to their ego-identity, school adjustment, academic efficacy and academic achievement? Second, What is the relationship of their ego-identity, school adjustability, academic efficacy and academic achievement? Third, Among ego-identity, school adjustability and academic efficacy, which variable has an impact on their academic achievement? The subjects in this study were 360 selected boy an girl students who were in their first, second and third years of middle school in the region of Gimhae. A survey was conducted to see how they perceived the relationship among ego-identity, school adjustment, academic efficacy and academic achievement. The findings of the study were as follows: First, as for the ego-identity of the middle school students, the girls outdid the boys in self-acceptance and intimacy, and the former was also superior to the latter in academic achievement. The upper graders were better adjusted to their teachers. Second, those who were more excellent in subjectivity, self-acceptance, conviction about the future and ego-identity attained a higher achievement, and those who fared better with peers and teachers and were more superior in studies, school administration adjustment and school adjustment performed better at school. And those who were more outstanding in academic achievement efficacy, academic control efficacy and academic efficacy performed better as well. Third, concerning influential variable on academic achievement, the middle school students who had a better academic efficacy achieved better at school.
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