중학생의 자율성 및 유능성 욕구 만족, 희망적 사고, 학습관여 간의 구조적 관계분석: 희망적 사고의 매개효과를 중심으로

초록

The purpose of this study is to verify the structural relationships among autonomy need satisfaction, competence need satisfaction, hopeful thinking and academic engagement to examine the psychological foundation to promote hopeful thinking and why autonomy need satisfaction and competence need satisfaction support academic engagement in classroom learning activities. Using both self-determination theory and hope theory, this study investigated whether hopeful thinking mediates the otherwise direct effects that both autonomy need satisfaction and competence need satisfaction have on classroom engagement. Five hundred thirteen students self-reported their class-specific autonomy need satisfaction, competence need satisfaction, academic engagement and hopeful thinking. A structural equation modeling analysis showed that even considering the direct effects of two need satisfactions (autonomy, competence) on academic engagement, hopeful thinking fully mediated the relation between autonomy need satisfaction and academic engagement. Also, hopeful thinking partially mediated the relation between competence need satisfaction and academic engagement. These findings have theoretical implications to integrate hope theory into the existing self-determination theory literature and shed light on importance of basic psychological need satisfaction (autonomy, competence) and hopeful thinking in educational settings.

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