창의적 학교 환경 인식이 학업적 자기효능감과 학교적응을 매개로 학업수행능력에 미치는 영향

Abstract

This study aimed to examine the impact of perceiving a creative school environment on academic performance, mediated by academic self-efficacy and school adjustment. Data from the 12th annual Panel Study on Korean Children (PSKC) were utilized, and a structural equation analysis was conducted on a sample of 1,398 fifth-grade elementary school students. The findings of the study are as follows. First, creative school environment perception and school adaptation did not have a significant impact on academic performance; however, academic self-efficacy exerted a static influence on academic performance. Second, both creative school environment perception and academic self-efficacy had a static impact on school adaptation. Third, it was confirmed that creative school environment perception is influenced by academic self-efficacy. Based on these findings, this study suggests that the importance of academic self-efficacy and the need to provide experiences through school learning activities that fulfill academic self-efficacy. Efforts should be directed toward creating a classroom atmosphere and designing learning activities that facilitate the cultivation of these aspects.