초․중학생의 자기평가 수행에 대한 교사지지 및 기본심리욕구의 영향: 학교급 및 성별 비교

초록

The 2022 revised curriculum emphasizes learners’ initiative, making self-assessment a key strategy for fostering feedback utilization and improving learning. This study investigated the relationships among teacher support, basic psychological needs satisfaction, and self-assessment practice, guided by the self-system model of motivation development, and explored differences by school level and gender. Data from 848 elementary and middle school students in D Metropolitan City and G Province revealed the following. First, teacher support was found to have a positive impact on self-reflection by sequentially mediating the satisfaction of basic psychological needs and self-regulated feedback seeking behavior. However, among the feedback-seeking behaviors, SEFI had a direct effect from teacher support. Second, the effect of teacher support on self-reflection through the satisfaction of basic psychological needs and feedback seeking behavior was more pronounced among elementary school students than among middle school students. However, no significant differences were observed based on gender, although the effect of basic psychological needs satisfaction on monitoring or internal feedback seeking was significantly higher for males than for females. Finally, the study findings were discussed, and intervention strategies to enhance self-assessment competencies among elementary and middle school students were proposed.

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