연구 목적: 본 연구는 중국 초등학생 부모의 재정 및 시간적 가정교육투자와 자녀의 국어, 수학 성적 관계에 있어 자녀의 학습자질이 미치는 영향력을 분석하였다. 연구 방법: 중국 서안시에 위치한 두 공립초등학교 초등학생 181명을 대상으로 첫째, 학습자질에 있어 연령과 성별 차이분석을 실시하였고 둘째, 부모의 재정 및 시간적 가정교육투자가 초등학생 자녀의 시험성적(국어와 수학)에 미치는 직접효과와 학습자질을 매개로 미치는 간접효과를 분석하였다. 차이분석의 경우 독립표본 t 테스트를 실시하였고 재정 및 시간적 가정교육투자, 학습자질, 학습성적간 구조분석을 위해 경로분석을 실시하였다. 연구 내용: 연구결과 첫째, 여아가 남아보다, 고학년(4학년)이 저학년(1학년)보다 학습자질이 높은 것으로 나타났고 둘째, 학습자질은 학업업성적(국어, 수학)에 직접효과가 있는 반면 재정적 가정투자는 학업성적에 직접효과는 없는 것으로 나타났다. 시간적 가정교육투자의 경우 학업성적에 직접효과뿐만 아니라 학습자질을 매개로 학업성적에 간접효과가 있었고 간접효과가 직접효과보다 높았다. 결론 및 제언: 본 연구는 중국 초등학생 자녀를 둔 학부모들에게 자녀들의 학습능력에 미치는 학습자질 형성의 중요성을 시사하였고 학습자질에 형성에 있어 재정적, 시간적 가정교육투자 결정 계획에 기초자료를 제공하였다.
This study analyzed the effect of children’s learning capacity on the relationship between Chinese primary school students’ parents’ financial and time investment in home education and their children’s Chinese and Mathematics performances. For this first, an analysis of age and gender differences in learning capacity was conducted targeting 181 elementary school students from two public primary schools located in Xi'an, China. Second, the direct effect of parents’ financial and time home education investment on primary school children’s test performance (Chinese and Mathematics) was analyzed. And the indirect effect on children’s test performance mediated by approaches to learning were analyzed. For difference analysis on gender and age, an independen-samples t test was conducted, and path analysis was conducted to analyze the structure between financial and time home education investment, approaches to learning, and test performance. As a result of the study, first, it was found that girls had higher lapproaches to learning than boys, and higher grades (4th grade) had higher approaches to learning than lower grades (1st grade). Second, approaches to learning had a direct effect on test performance (Chinese, mathematics), while financial family investment did not show a direct effect on test performance. On the other hand, in the case of time home education investment, it not only had a direct effect on academic performance, but also had an indirect effect on test performance through approaches to learning, and the indirect effect was found to be higher than the direct effect. This study suggested to parents of primary school children in China the importance of forming approaches to learning on their children's approaches to learning, and provides basic data for planning financial and time invesments in home education decisions in forming approaches to learning.