초등학교 담임교사의 교사정서, 학생의 성취정서와 또래연결망이 학업참여와 학업성취도에 미치는 영향

초록

This study examined the effects of elementary school homeroom teachers’ emotions, students’ achievement emotions, and peer networks on academic engagement and achievement using multilevel analysis. The participants included 32 homeroom teachers and 740 students from 10 elementary schools, totaling 772 individuals. The results revealed that students’ achievement emotions, such as enjoyment and anxiety, had positive effects on academic engagement, while boredom had adverse effects. Within peer networks, peer relationship introversion and academic help extroversion positively influenced academic engagement. Regarding academic achievement, students’ enjoyment had a positive effect, whereas anxiety had an adverse effect. Peer relationship introversion also positively affected academic achievement. Academic help introversion showed a positive effect, while academic help extroversion had an adverse effect on achievement. This study highlights the significance of teacher emotions, students’ achievement emotions, and peer networks in shaping academic engagement and achievement, Therefore, meaningful implications are offered for strategies to enhance elementary students’ academic abilities.

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