교사와 학생이 지각한 학생-교사 관계의 변화가 학생의 학교행복과 수업참여를 매개로학업성취에 미치는 영향

The purpose of this study has two folds. First, this study attempted to investigate relationship among teacher factors such as teacher perceived student-teacher relationship(STR), and student perceived student-teacher relationship(STR). Second purpose was to investigate relationship among student perceived STR and other outcome factors such as school happiness, classroom engagement, and academic achievement; especially the effects of student perceived STR on academic achievement mediated by school happiness and classroom engagement. To achieve these purposes, the sample size of 777 7th and 8th grade students who had nationwide achievement score were sampled from 11 junior high schools. Teachers also responded teacher perceived STR for each and every students in their class. Study results indicated that teacher perceived STR also was significantly related with student perceived STR changes, although the size of explained variances were small. In terms of student data, student perceived STR was not directly related with academic achievement measure. However, student perceived STR changes was significantly related with academic achievement via school happiness and classroom engagement after controlling the effects of initial measure of STR. Practical and theoretical implications of these study results were discussed in the paper.