학교 환경과 학교 적응의 구조적 관계 탐색

Abstract

본 연구는 학교의 물리적·사회적 환경이 학교만족도, 학교규칙에서의 일탈, 학교성적 등 학교적응에 미치는 영향을 구조적으로 분석하기 위하여 수행되었다. 이를 위해 한국교육고용패널자료 중 1차년도 중학생, 인문계 고등학생, 실업계 고등학생이 보고한 학교환경, 학교만족도 자료와 그들의 교사가 보고한 학생의 성적 및 학교규칙으로부터의 일탈행동을 활용하였다. 우선 다변량분석을 실시한 결과, 학교급과 학교유형별로 학교환경과 학교적응에 있어서 유의한 차이를 발견하였다. 또한 구조방정식 분석결과, 학교만족도는 통합모형이, 학교성적과 학교규칙에서의 일탈은 매개모형이 최선의 모형으로 선정되었다. 최선의 모형을 중심으로 관련 변인의 상대적 기여도와 직접효과 및 간접효과에 대해 논의하였다. 마지막으로 본 연구결과의 시사점과 추후연구를 제안하였다.

The current research was aimed to explore structural relations between school environment and school adjustment. School environment consists of physical and social ones, whereas school adjustment is defined as three dimensions of school satisfaction, deviation from school disciplinary rules, and achievement. The 1st wave data of middle and high school students (including vocational high school) were utilized to carry out this study along with their teachers' reports of school achievement and deviation behavior of disciplinary rules in their students. First, MANOVA results showed that group differences were statistically significant in three groups of middle school students, high school students, and vocational high school students. Following univariate F tests and post-hoc analyses were used for mean comparisons of them. Then, AMOS analyses were conducted to locate the best model of school adjustment among three hypothetical models (i.e. independent, mediational, or integrative ones). While school satisfaction was best explained with the integrative model, school achievement and deviation from school disciplinary rules were better understood as the mediation model. Relative explanatory power and direct/indirect effect were discussed in the empirically-verified models. Finally, implications for educational policies and further research were suggested.