초중고 학생들의 학교생활만족 관련 변인들 간 구조적 관계

Abstract

Objectives The purpose of this study is to analyze the structural relationship among elementary, middle and high school students' democratic school culture, learning-centered curriculum, and school life satisfaction, and to confirm the mediating effect of learning-centered curriculum in the relationship between democratic school culture and school life satisfaction.
 Methods In this study, through a survey on school life satisfaction for 3,087 elementary, middle and high school students in K province in September 2022, a research model was set up with school life satisfaction as a dependent variable, democratic school culture as an independent variable, and learning-centered curriculum as a mediating variable. And descriptive statistical analysis, correlation analysis, and structural equation model (SEM) analysis were conducted using SPSS 26.0 and AMOS 22.0.
 Results First, the fit of the causal model between elementary, middle and high school students' school life satisfaction, democratic school culture, and learning-centered curriculum was good, and the causal relationship between the variables was reasonably predicted. Second, both the direct effects of the democratic school culture and the learning-centered curriculum on the school life satisfaction of elementary, middle and high school students had a significant effect. Third, the partial mediating effect of the learning-centered curriculum was confirmed in the relationship that the democratic school culture of elementary, middle and high school students affects school life satisfaction.
 Conclusions The significance of this study is to confirm that the learning-centered curriculum plays a significant mediating role and is an important influencing variable between the democratic school culture and school life for elementary, middle and high school students.