earticle

영어

The main purpose of the study was to examine the effect of relationship with parents, peer and teacher on academic self-efficacy and achievement motivation in early and middle adolescence. In addition, this study examined the relative importance of those relationships and changing process of those relationships from early to middle adolescence. 465(253 male, 212 female) students in 1st grade of two middle schools and 2nd grade of two high schools at M city in Jeonnam province participated in this study. Although correlation between relationship with parents and academic self-efficacy was stronger for early adolescents than middle adolescents, the correlation between relationship with teacher, peer and academic self-efficacy in early adolescence did not significantly differ from the correlation in late adolescence. The correlation between relationship with parents and achievement motivation was stronger for early adolescents than middle adolescents while the correlation between relationship with teacher and achievement motivation was stronger for middle adolescents than early adolescents. However, the correlation between relationship with peer and achievement motivation in early adolescence did not significantly differ from the correlation in late adolescence. Related to relative effects of relationship with parents, teacher, and peer on academic self-efficacy, relationship with parents had the greatest effects on academic self-efficacy followed by relationship with teacher in early adolescence. Related to relative effects of relationship with parents, teacher, and peer on achievement motivation, relationship with parents had the greatest effects on achievement motivation followed by relationship with teacher in early adolescence. Relationship with teacher had the greatest effects on achievement motivation followed by relationship with peer in middle adolescence.