Moderating effect of classroom features in the relationships between peer status and school engagement

Abstract

본 연구의 목적은 또래지위와 학교참여의 관계에서 학급특성과 학교급의 조절효과를 탐색하는 것이다. 본 연구는 클래스넷 연구데이터를 활용하였으며 전체 1,751명의 학생 중 초등학생은 1,054명, 중학생은 697명이 포함되어 있었다. 또래지명을 통해 또래지위와 교사-학생관계를 측정하였으며 자기보고를 활용하여 목표구조와 학교참여를 측정하였고, 목표구조와 교사-학생관계는 학급수준 변인으로산출하였다. 연구결과 또래지위와 학교참여 간의 관계에서 학급특성의 조절효과가 확인되었다. 먼저학급의 목표구조의 조절효과를 살펴본 결과, 선호와 행동적 참여 간의 관계를 개인적 목표구조가 조절하는 것으로 나타났으며, 인기와 행동적 참여 간의 관계는 협동적 목표구조와 개인적 목표구조가조절하는 것으로 나타났고, 이때 개인적 목표구조의 조절효과는 학교급에 따라 다르게 나타났다. 인기와 정서적 참여 간의 관계에서 경쟁적 목표구조의 조절효과가 유의하게 나타났다. 다음으로 교사-학생관계의 조절효과를 살펴본 결과, 교사-학생지지는 선호와 행동적 참여, 인기와 행동적 참여 간의 관계를 조절하는 것으로 나타났으며, 교사-학생갈등은 선호와 정서적 참여 간의 관계에서 유의한 조절효과를 보여주었고 이들 간의 관계는 학교급에 따라 다르게 나타났다.The purpose of this study is to examine the moderating effect of classroom features and school-level between peer status and school engagement. This study used the data from ClassNet. Among the total 1,751 students, 1,054 elementary school students and 697 middle school students were included. Peer status and teacher-student relationships were measured through peer nomination, and school engagement and goal structure were measured through self-report. The goal structure and teacher-student relationship were transformed into class-level variables. As a result of the study, the moderating effect of classroom features in the relationship between peer status and school engagement was confirmed. The moderating effect of individualistic goal structure was found in the relationship between preference and behavioral engagement. In the relationship between popularity and behavioral engagement, there was a significant moderating effect of cooperative goal structure, individualistic goal structure, school-level and individualistic goal structure. The moderating effect of competitive goal structure in the relationship between popularity and emotional engagement was significant. The moderating effect of teacher-student support in the relationship between preference and behavioral engagement, and in the relationship between popularity and behavioral engagement. In the relationship between preference and emotional engagement, there was a significant moderating effect of teacher-student conflict, school-level and teacher-student conflict.