기본심리욕구 충족, 수업참여, 학업성취의 종단관계: 행동적, 인지적, 정서적, 주도적 참여에 따른 차이

Abstract

Purpose: In this study, we examined the longitudinal reciprocal relationships between basic
 psychological need satisfaction, classroom engagement, and academic achievement. In particular, we
 sought to identify the differences in the reciprocal interaction patterns between basic psychological
 need satisfaction and classroom engagement depending on behavioral, emotional, cognitive, and agentic
 aspects of classroom engagement.
 Methods: We analyzed the data of 142 sixth graders, which was collected five times in six weeks
 during Science classes. Using the autoregressive cross-lagged panel model, we separately tested the
 reciprocal relationships between basic psychological need satisfaction, classroom engagement, and quiz
 scores for the four engagement aspects.
 Results: The longitudinal reciprocal interactions between basic psychological needs and classroom
 engagement showed different patterns depending on four distinct aspects of classroom engagement.
 In terms of the behavioral and cognitive aspects, basic psychological need satisfaction and classroom
 engagement had reciprocal causal effects, which subsequently influenced achievement. Agentic
 engagement only had a longitudinal causal effect on basic psychological need satisfaction, and this
 effect led to achievement. In terms of the emotional aspect, basic psychological need satisfaction only
 had a longitudinal causal effect on classroom engagement, and this effect did not lead to achievement.
 Conclusion: The longitudinal reciprocal interactions of behavioral and cognitive engagement with
 basic psychological need satisfaction were consistent with previous findings. There is a need to design
 classes so that students can experience satisfactions of autonomy, competence, and relatedness, thereby
 eliciting behavioral and cognitive engagement. At the same time, students should be encouraged to
 engage more behaviorally and cognitively to enhance their experience of satisfying basic psychological
 needs. Findings related to agentic engagement have educational implications in terms of student agency.
 That is, classes that provide agentic and proactive roles for students can be classes that support students'
 motivation and achievement.