The Korean Journal of School Psychology 2023 KCI Impact Factor : 1.68
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pISSN : 1738-463X / eISSN : 2734-0112
- https://journal.kci.go.kr/schooljr
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The Mediating Effects of Cognitive and Affective Bases of Teacher Trust in the Relationship Between Teachers’ Role Performance and School Satisfaction: The Comparison of Middle School Students and Mothers
- The Korean Journal of School Psychology
- Abbr : KJSP
- 2016, 13(3), pp.455-473
- DOI : 10.16983/kjsp.2016.13.3.455
- Publisher : The Korean Journal of School Psychology
- Research Area : Social Science > Psychological Science > School / Educational Psychology
Park, Gi-bok 1, Kye Jina 1, Yang, Eunjoo 1
1고려대학교
Accredited
ABSTRACT
This study investigated the mediating roles of two dimensions of teacher trust, cognitive and affective bases, in the relationship between perceived teachers’ role performance and school satisfaction. Specifically, McAllister’s mediation model of two dimensional trust (1995) was used to develop a research model, which hypothesized that the positive perception of teachers’ role performance would lead to greater cognitive trust toward teachers, which, in turn, would predict school satisfaction both directly and indirectly mediated by affective trust toward teachers. In addition, we compared the model of students with that of their mothers. A total of 181 middle school students and 200 mothers completed an online survey consisting of the Teacher Role Performance scale, Teacher Trust scale, and School Satisfaction scale. Structural Equation Modeling was used to analyze the data. The results yielded a good fit to the data, although the path from cognitive trust to school satisfaction was not significant. The indirect effect of double mediations of cognitive and affective trust was significant. The comparison of students and mothers showed that school satisfaction among students was predicted by both cognitive and affective trust, while that of mothers was associated only with affective trust. This implies that the cognitive and affective dimensions of teacher trust may serve differential roles and particularly function differently for students and parents.
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