초등학생의 학업성취에 영향을 미치는 교사-학생 관계와 학급풍토 및 학습몰입의 경로 분석

초록

The purpose of this study is to investigate the relations of teacher-student relationships, class climate, learning flow, and academic achievement. In order to accomplish this purpose, this study gathered data of 318 students from the elementary schools. The instruments used for the study were a teacher- student relationship scale, a class climate scale, a learning flow scale, and the level of academic achievement. Several statistical procedures were carried out. Correlation analysis, Mean(SD), t-test, and path analysis were deployed to examine the relations between the teacher-student relationships, class climate, learning flow, and academic achievement by using the SPSS PC 17.0 and AMOS 4.0 programs. The major findings of this study appeared as follows. First, there were positive correlations between the teacher-student relationships and class climate(.55**), cognitive learning flow(.25**), affective learning flow(.39**), and academic achievement(.24**)(p<.01). Second, results of the path analysis illustrated that teacher-student relationships indicator had direct impacted on the class climate(beta=.55), cognitive learning flow(beta=.17), and affective learning flow(beta=.32). However, teacher-student relationships indirectly effected on academic achievement by mediation of class climate and cognitive and affective learning flow. Futhermore, class climate did not have direct impact on academic achievement. The indices of the best fit model on these variables were adequate(GFI, NFI, CFI>.90). This study shows that the teacher-student relationships are the significant predictor for the cognitive, affective and environmental aspects of the school effects during the elementary school ages.