중학생의 학업적 자기효능감, 학업무기력, 학업성취의 종단적 관계

Abstract

This study empirically analyzed the longitudinal interrelationships among academic self-efficacy, academic helplessness, and academic achievement of middle school students using data from the 1st-3rd wave of the Korean Children and Youth Panel Survey. By applying the autoregressive cross-lagged model, academic self-efficacy, academic helplessness, and academic achievement are seen to be stable over time, and the level of academic self-efficacy, academic helplessness, and academic achievement at the previous time point are verified to affect each variable at the later time point. As a result, first, academic self-efficacy, academic helplessness, and academic achievement at the time of the first year remained stable until the second and third year of middle school. Second, academic self-efficacy at the previous time negatively predicted academic helplessness at the later time and positively predicted academic achievement. Third, academic helplessness at the previous time predicted academic self-efficacy and academic achievement at the later time negatively. Fourth, while academic achievement at a previous time point positively predicted academic self-efficacy at a later time point, it was found that academic helplessness did not significantly predict academic self-efficacy. Based on the results, it was suggested that the academic self-efficacy intervention program is needed as a preventive measure to resolve academic helplessness in middle school students.