초등학생의 절차적 공정성 인식과 법적 행동의사: 시민 정체성의 조절효과 분석

This study conceptualizes the behavioral goals of law-related education as ‘legal behavioral intentions’ and examines the effects of perceived procedural justice on these intentions, as well as the moderating role of civic identity. A survey was conducted with 486 fifth and sixth grade students from six elementary schools in the Seoul and Gyeonggi regions, and the hypotheses were tested using structural equation modeling. The results showed that intentions to comply with the law were highest when both opportunity to voice opinions and impartiality were ensured. However, intentions to utilize the law and to engage in shaping the law were not the highest under the same conditions. Among the components of civic identity, a sense of belonging had a significant positive effect on compliance and usage intentions but not on participation intentions, whereas a sense of responsibility had positive effects on all three types of legal behavioral intentions. In addition, the moderating effects of belonging were significant in the relationship between perceived procedural justice and intentions to engage in shaping the law. These findings suggest that experiences of procedural justice are important for fostering students’ intentions to comply with the law, while partially fair or unfair experiences may instead stimulate more active behaviors, such as using the law and participating in its formation and development. Furthermore, the effects of perceived procedural justice on participation intentions varied depending on students’ overall level of belonging. This study highlights the need for educational approaches in law-related education that integrate experiences of procedural justice with the development of civic identity.