본 연구는 선행연구 분석을 통해 자녀교육지원활동에 영향을 미치는 변인을 각각 교육인식, 공교육기대, 사교육기대로 구분하고, 이들과 자녀교육지원활동 사이의 구조적 경로를 밝히고자 수행되었다. 이를 위해 대구지역 8개 구·군의 학부모 1000명을 대상으로 관련 자료를 수집하였다. 구체적으로, 본 연구에서는 먼저 부의 학력, 가장의 직업, 가구소득, 거주지, 부모가 인식하는 자녀성적에 따라 자녀교육지원활동에 차이가 있는지를 살펴보고, 다음으로 학부모의 교육인식, 공교육기대, 사교육기대가 자녀교육지원활동과 어떠한 구조적 관계를 갖는지를 분석하였다. 변인들의 전체효과를 살펴보면, 교육지원활동에 대한 전체효과가 가장 큰 변인은 교육인식으로 나타났으며, 공교육 기대와 사교육 기대는 유사하게 나타났다. 간접효과의 경우, 교육인식이 교육지원활동으로 직접적인 영향을 미치는 경우보다 매개변인을 통하는 경우, 그 효과가 감소하는 것으로 나타났다.

This present study was conducted to explore the structural relationship between educational perception, expectation, and support activities of parents. The subjects were 1,000 parents who were representative each ``gu`` or ``gun`` of Daegu. The research is mainly focused on the difference of educational support activities according to background variables of parents and child grade perceived by parents. For the next step, structural equation model is used to figure out how educational support activities are related to educational perception and educational expectation. The findings can be summarized as follows. First, there were obvious differences in educational perception, expectation, support activities of parents according to parents background variables(father`s educational attainment level, household income, occupation, the area of residence) and perceived grade. Second, the results of SEM showed that educational perception of parents had a positive effect on private education expectation, but had a negative effect on public education expectation. However, both expectations had a positive effect on educational support activities. In sum, parents who had high understanding on their educational perception(the role of parents, the way of education, education environment) do not expect much on public eduction. On the other hand, on private education, they do. Furthermore, no matter what they expect on both private and public education, parents do their educational support activities.