earticle

영어

This study aims to find out which variables are relatively more predictable for their school adjustment, among elementary school children’s learning motivation, social skills and academic self-efficacy that showed statistically-significant predictor variables in precedent research. The subjects of the survey were 470 students of 6th grade from 5 elementary schools in Seoul, among whose questionnaires the researcher analyzed 442 copies of final data exclusive of 28 copies that were responded insincerely. The findings are as follows: First, all the sub-variables of elementary school children’s learning motivation, social skills and academic self-efficacy turned out to have a statistically-significant positive correlation with their school adjustment. Second, in proportion as the students had higher rates of learning desire and learning attitude among sub-variables of elementary school children’s learning motivation, they were better at school adjustment, and their learning desire turned out to be a significant predictor variable for school adjustment. Third, in proportion as the students had higher rates of empathetic understanding and sociability among sub-variables of elementary school children’s social skills, they were better at school adjustment, and their sociability turned out to be a significant predictor variable for school adjustment. Fourth, in proportion as the students had higher rates of self-regulated efficacy and task-difficulty preference among sub-variables of elementary school children’s academic self-efficacy, they were better at school adjustment, and their self-efficacy turned out to be a significant predictor variable for school adjustment. And fifth, with regard to relative predictability of elementary school children’s learning motivation, social skills and academic self-efficacy that showed significant predictor variables, it turned out to be in the order of academic self-efficacy, social skills and learning motivation.

한국어

본 연구는 선행연구에서 통계적으로 유의미한 예측변인으로 나타난 초등학생의 학습동기, 사회성, 학업적 자기효능감 중 어떤 변인이 학교생활적응에 대해서 상대적 예측력이 높은지를 알아보기 위한 연구이다. 연구대상은 서울지역에 소재한 5개 초등학교 6학년 470명 중 불성실하게 응답한 질문지 28부를 제외한 442부를 최종자료로 분석하였다. 이 연구의 결과는 다음과 같다. 첫째, 초등학생의 학습동기, 사회성, 학업적 자기효능감의 모든 하위변인에서 학교생활적응과 통계적으로 유의미한 정적상관으로 나타났다. 둘째, 초등학생의 학습동기 하위변인 중 학습에 대한 의욕과 학습에 대한 태도가 높을수록 학교생활적응을 잘하며, 학습동기는 학교생활적응에 유의미한 예측변인으로 나타났다. 셋째, 초등학생의 사회성 하위변인 중 공감적이해, 사교성이 높을수록 학교생활적응을 잘하며, 사회성이 학교생활적응에 유의미한 예측변인으로 나타났다. 넷째, 초등학생의 학업적 자기효능감 하위변인 중 자기조절효능감, 과제수준선호가 높을수록 학교생활적응을 잘하며, 학업적 자기효능감은 학교생활적응에 유의미한 예측변인으로 나타났다. 다섯째, 초등학생의 유의미한 예측변인으로 나타난 학습동기, 사회성, 학업적 자기효능감의 상대적 예측력에서는 학업적 자기효능감, 사회성, 학습동기 순으로 나타났다.