초등학생의 지각된 사회적 지지, 자기결정성동기, 수업참여 및 친사회적 행동 간 구조적 관계 탐색

Abstract

The purpose of this study was to comprehensively explore the effects of students' perceived social support from their friends, teachers, and parents on prosocial behavior and classroom engagement through self-determined motivation. The subjects of the survey were the 4th graders of elementary school and used the data of 399 students. To verify the structural relationship between the variables, the structural equation model was analyzed, and the mediating effect was verified using Sobel's z-test. The main results of the study were: First, friend support had a positive effect on identified and internal regulation, teacher support had a negative effect on external regulation, and parental support had a positive effect on identified regulation but a negative effect on external regulation. Second, support from friends and teachers showed positive effects on both prosocial behavior and classroom engagement. Third, both identified and internal regulation had a positive effect on classroom engagement, and external regulation had a negative effect on classroom engagement. Fourth, in terms of mediating effect, internal regulation on prosocial behavior and identified regulation on classroom engagement in friend support, external regulation on classroom engagement and internal regulation on prosocial behavior in teacher support, and external regulation on classroom engagement in parental support. This study is significant in reconfirming that social support is an influential factor in increasing autonomous motivation, and that high-quality autonomous motivation is important for prosocial behavior and active classroom engagement.