지각된 교사 신뢰도와 학업적 GRIT이 중・고등학생의 성취에 미치는 영향: 피드백 추구와 자기성찰의 매개효과

초록

This study aimed to examine the structural influence of perceived teacher credibility and academic grit on cognitive and affective achievement among middle and high school students, mediated by feedback-seeking behavior and self-reflection. To more precisely analyze the various aspects of feedback-seeking behavior, four categories were created based on the content and method of feedback sought:　positive-questioning, positive-observation, negative-questioning, and negative-observation. A total of 527 students from six schools in four cities (B, G, S, P) were included in the final analysis. Structural Equation Modeling (SEM) was conducted using SPSS 18.0 and Mplus 8.2. The results revealed the following: First, both academic grit and teacher credibility positively influenced all four types of feedback-seeking behavior and self-reflection. Notably, academic grit　had a stronger effect on negative-questioning and negative-observation, while teacher credibility showed relatively stronger effects on positive-observation and negative-observation. Second, in the pathway from teacher credibility and academic grit to cognitive and affective achievement, the dual mediating effects of feedback-seeking and self-reflection were significant only through the negative-questioning and negative-observation routes in relation to academic achievement. In contrast, the positive-feedback routes were not statistically significant. For school well-being, only the negative-observation route showed a significant dual mediation effect. Third, regarding the direct effects of feedback-seeking behavior, only positive-questioning had a significant positive influence on school well-being. These findings suggest that to enhance academic achievement, students should be supported in actively seeking critical information about their failures and weaknesses (negative feedback) and in reconstructing learning strategies through self-reflection. Furthermore, to improve emotional well-being, it is necessary to increase opportunities for students to request positive feedback and to strengthen trust between teachers and students. This study provides theoretical and practical implications by identifying the mediating mechanisms of feedback-seeking behavior, differentiated by both content (positive/negative) and method (questioning/observation).

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