잠재성장모형을 활용한 교사애착관계, 그릿, 스스로 학습시간의 종단 관계 분석

Abstract

Objectives The purposes of this study were to understand the changes in teacher attachment relationship, grit, and self-learning time that appeared over the period from the 7th grade to the 9th grade and to examine the structural relationship among them.
 Methods For this purpose, the results of the longitudinal relationship and change over time using multivariate latent growth model were verified using the longitudinal panel data of middle school students over 3 years of the Korean Children and Youth Panel Survey 2018 (KYCPS 2018).
 Results As a result of examining the change over time, the level of teacher attachment relationship and grit decreased gradually, and self-learning time increased gradually. As a result of analyzing the initial values in the structural relationship of the three variables, it was found that teacher attachment relationship affects grit and self-learning time, and grit affects self-learning time. As a result of analyzing the longitudinal influence according to the rate of change of the variables, it was found that the rate of change in the teacher attachment relationship had a significant positive effect on the rate of change in grit. In addition, grit was found to have a significant longitudinal mediating effect between teacher attachment relationship and self-learning time.
 Conclusions Through the verification of significant positive relationship between teacher attachment relationship and grit on self-learning time of middle school students, which expanded understanding of the self-learning time was brought. In addition, it is necessary to solidify teacher attachment relationship to promote students’ grit by discovering the longitudinal influence of teacher attachment relationship on students’ grit. And it can be understood that students can smoothly form their self-learning time through grit promoted by attachment relationship with the teacher.