청소년기의 학업적 자기효능감, 수업참여 및 성취도의 종단적 관계: 국어 및 수학 교과

초록

The purpose of this study was to examine the longitudinal relationships between self-efficacy, classroom engagement (classroom attitude and concentration), and achievement in Korean and mathematics courses by applying the self-system model of motivational development, expectancy-value theory, achievement-centered model, and an integrated model. To this end, data from the 2013 Korean Longitudinal Study of Education were analyzed, which included information from 7,324 students (3,623 males and 3,701 females) collected during their first year of middle school, third year of middle school, and second year of high school. The data were analyzed using autoregressive cross-lagged (ARCL) models. The results are as follows. First, the integrated model—combining the self-system model of motivational development, expectancy-value theory, and the achievement-centered model—showed the best fit. This partially supports the positive interaction between self-efficacy and achievement and suggests that classroom participation may serve as an important link in the relationship between self-efficacy and achievement. Second, both self-efficacy and achievement were found to be generally stable over time. Among the components of classroom engagement, classroom attitude demonstrated greater stability than classroom concentration. Finally, based on these findings, we suggest ways to enhance self-efficacy, classroom engagement, and academic achievement in educational settings.

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