Effects of Cooperative Learning Experience on Middle Students` Academic Achievement Mediated by Perceived Teacher Support and Intrinsic Motivation

??? ??????????????? ???????????????????????? ?????? ?????? ?????? ??? ?????? ?????? ?????? 2010??? ????????? 3?????? ????????? ???????????? ??????????????? ????????????????????? ????????? ??????????????? ????????? ??????????????? ????????? ??????????????? ????????? ????????? ???????????????. ?????? ????????? ???????????????????????? ???????????? ?????? ?????? ?????? ????????? ???????????????. ??????????????? ???????????? ????????? ????????? ??????????????? ?????? ?????? ??????????????? ????????? ??????, ??????????????????, ????????? ????????????, ????????? ????????????, ???????????? ?????? ?????? ???????????? ??????????????? ???????????? ????????? ????????????. ??? ?????? ?????? ????????? ????????? ????????????, ????????? ????????????????????? ????????? ??????????????? ????????? ????????? ????????? ??????????????? ????????? ????????? ????????? ????????????. ?????? ????????????????????? ????????? ??????????????? ????????? ????????? ????????? ????????? ????????? ?????? ??? ????????? ?????? ??????????????? ????????? ????????? ????????? ????????? ????????????. ????????? ????????????????????? ????????? ????????? ?????? ?????????????????? ??????????????? ????????? ???????????? ?????? ????????? ????????????. ??????, ?????? ????????? ??????????????? ??? ????????????????????? ??????????????? ????????? ???????????? ????????? ???????????? ????????? ????????? ????????????. ????????? ????????? ??????????????? ????????? ?????? ???????????? ??????????????? ???????????? ????????? ????????? ???????????? ???????????? ????????? ??????????????? ????????? ??? ????????? ?????? ????????? ???????????? ????????? ??????????????? ??????????????? ?????? ????????? ????????? ????????? ?????? ???????????????.The purpose of this study was to examine the effects of cooperative learning experience on Korean middle school students’ academic achievement and how its effects were mediated by perceived teacher support and intrinsic motivation, using the KEDI “Analysis on the Actual Status and the Quality of School Education in Korea: A Study on the Middle Schools” 2010 data. A structural equation model was used to examine the relations among cooperative learning experience, perceived teacher support, intrinsic motivation, and academic achievement. It was found that the direct effect of cooperative learning experience on achievement was negative while the mediating effects through perceived teacher support and intrinsic motivation were positive. Results suggest that teacher support and students’ intrinsic motivation play an important role between cooperative learning and academic achievement. Theoretical and practical implications of this finding were discussed in detail.??? ????????? 2013??? ??????????????? ??????????????? ???????????? ???????????????(HY-2013-G).??? ????????? ??? 6??? ???????????????????????? ???????????? ???????????? ???????????????