중국 유동아동(流動兒童)이 지각한 교사지지와 교육포부의 관계에서 학교적응의 매개효과: CEPS 데이터 분석

초록

The purpose of this study was to estimate the mediation effect of school adjustment in the relationship between perceived teacher support and educational aspirations of Chinese migrant children. To this end, this study analyzed data from China Education Panel Survey 2014－2015. To examine whether school adjustment mediates the relationship between perceived teacher support and educational aspirations of Chinese migrant children, Baron and Kenny’s hierarchical multiple regression analysis was utilized. The result revealed that: (1) the school adjustment of Chinese migrant children was significantly lower than that of non-migrant children; (2) perceived teacher support and its three sub-dimensions had positive effects on educational aspirations and school adjustment; (3) school adjustment mediates the relationship between perceived teacher support and educational aspirations of Chinese migrant children. The most important component for enhancing student success lies in public education. The findings of this study highlight the importance of paying attention to teacher support and school adjustment to nurture educational aspirations of migrant children.

키워드