중학생이 지각한 부모의 자녀교육방식 및 담임교사의 의사소통방식과 자기효능감 사이의 관계 분석
iv, 40 p.
자녀교육방식 의사소통방식 자기효능감;
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The purpose of this study was to analyze the relationships between Parenting Types, Homeroom Teacher's Communication Types and Self-Efficacy Perceived by Middle School Students. For this purpose, the survey was conducted of a sample of 538 students in 2nd and 3rd grades enrolled at 6 different middle schools in the west area of Gyeong-nam Province. The results according to this study were as follows: First, the results showed that the respondents rated 3.94 on a 5-point scale to achievement–oriented parenting type, 3.73 to self-directed parenting type, and 3.59 to affective parenting type. In other words, the respondents perceived that their parents more frequently used achievement–oriented parenting type than self-directed and affective parenting type. Second, as for the homeroom teacher's communication types, the respondents rated 3.53 on a 5-point scale to the homeroom teacher's democratic decision-making type and 3.44 to the homeroom teacher's active listening type. Third, the results found that the self-efficacy of the respondents was rated to 3.34 on a 5-point scale. It showed that the respondents who had higher academic performances and had a homeroom teacher who was under the thirties were inclined to get the higher self-efficacy than those who were differently circumstanced. Fourth, this study indicated that parenting types and homeroom teacher's communication types had a positive influence on middle school students' self-efficacy. In brief, parenting types had more influence on students' self-efficacy than homeroom teacher's communication types did, and especially achievement –oriented parenting type was the most powerful effect on the students' self-efficacy.