최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.3, 2016년, pp.445 - 455
The purpose of this study is to identify the structural relationship among students' grit, interest, self-regulation ability, task-commitment and achievement within science learning. Our concern is understanding how grit is related to the other non-cognitive variables, i.e., interest, self-regulatio...
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
학업적 흥미란? | 연구자들마다 사용하는 흥미에 대한 정의는 연구의 목표에 따라 다르게 사용되어 왔으며(Aschbacher, Ing, & Tsai, 2013), 본 연구에서는 학업적 흥미에 한정하여 연구를 수행하였다. 학업적 흥미는 학생들이 학업상황에서 특정 과제나 과목에 관여할 때 나타나는 인지와 정서를 포함한 심리학적 상태이다(Hidi & Harackiewicz, 2000; Hidi & Renninger, 2006). 학습 영역에서의 흥미는 상황적 흥미(Situational Interest)와 개인적 흥미(Individual Interest) 의 두 가지 하위 영역으로 제안되어 왔으며(Krapp, Hidi, & Renninger, 1992), 상황적 흥미는 주변 상황에서 받는 자극에 대한 일시적인 주의집중과 정서적 반응을 나타내는 심리적 상태이며, 개인적 흥미는 학생들이 과목에 지속적으로 관여하고 관심을 가지고 싶어 하는 심리적 상태를 의미한다(Hidi & Renninger, 2006, p. | |
학습 영역에서의 흥미는 어떤 영역으로 제안되어 왔는가? | 학업적 흥미는 학생들이 학업상황에서 특정 과제나 과목에 관여할 때 나타나는 인지와 정서를 포함한 심리학적 상태이다(Hidi & Harackiewicz, 2000; Hidi & Renninger, 2006). 학습 영역에서의 흥미는 상황적 흥미(Situational Interest)와 개인적 흥미(Individual Interest) 의 두 가지 하위 영역으로 제안되어 왔으며(Krapp, Hidi, & Renninger, 1992), 상황적 흥미는 주변 상황에서 받는 자극에 대한 일시적인 주의집중과 정서적 반응을 나타내는 심리적 상태이며, 개인적 흥미는 학생들이 과목에 지속적으로 관여하고 관심을 가지고 싶어 하는 심리적 상태를 의미한다(Hidi & Renninger, 2006, p.113). | |
과학 교과에 대한 학생들의 흥미가 부족하고, 학년이 올라갈수록 흥미와 학습 동기가 낮아지는 것이 여러 연구에서 보고되어온 이유는 무엇인가? | 과학 교과는 학생들에게 어려운 과목으로 여겨지거나, 특별한 능력을 가진 사람만이 과학자가 될 수 있다는 인식이 많으며, 이 때문에 과학학습에 대해 부정적인 감정을 나타내는 학생들이 많다. 이러한 이유로 과학 교과에 대한 학생들의 흥미가 부족하고, 학년이 올라갈수록 흥미와 학습 동기가 낮아지는 것이 여러 연구에서 보고되어왔다 (Baram-Tsabari & Yarden, 2009; Kim & Lee, 2009; Krajcik, Czerniak, & Berger, 2003). |
Aschbacher, P. R., Ing, M., & Tsai, S. M. (2013). Boosting student interest in science. The Phi Delta Kappan, 95(2), 47-51.
Bak, B. & Kang, H. (2006). Development and validation of a self-report form of integrative creativity scale, Journal of Educational Psychology, 21(1), 155-177.
Baram-Tsabari, A. & Yarden, A. (2009). Identifying meta-clusters of students' interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999-1022.
Bazelais, P., Lemay, J. D., & Doleck, T. (2016). How does grit impact college students' academic achievement in science? European Journal of Science and Mathematics Education, 4(1), 33-34.
Bloom, B. S. & Sosniak, L. A. (1981). Talent development vs. schooling. Educational Leadership, 38, 86-94.
Bong, M., Kim, S., Reeve, J., Im, H., Lee, W., Jiang, Y., Kim, J., Kim, H., Noh, A., Noh, U., Paek, S., Song, J., Shin, J., Ahn, H., Woo, Y., Won, S., Lee, K., Lee, M., Lee, S., Lee, S., Lee, J., Jung, Y., Cho, C., & Hwang, A. (2012). SMILES (Student Motivation in the Learning Environment Scales). Korea University Brain Motivation Research Institute. Retrieved from http://bmri.korea.ac.kr/korean/research/assessment_scales/list.html?idassessment.
Bowman, A. N., Hill, L. P., & Denson, N. (2015). Keep on truckin' or stay the course? exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6, 639-645.
Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955-970.
Charness, N., Tuffiash, M. I., Krampe, R. T., Reingold, E., & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19, 151-165.
Chi, E. & Ju, U. (2012). Exploring the construct and developing the scale for the measurement of creative leader competency. Journal of Educational Evaluation, 25(1), 69-94.
Chung, Y. & Ahn, M. (2010). Effects of self-regulated learning on academic self-regulation, science achievement and science related affective domains. Journal of Korean Elementary Science Education, 29(4), 389-400.
Duckworth, A. L. & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174.
Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174-181.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Ericsson, K. A. & Ward, P. (2007). Capturing the naturally occurring superior performance of experts in the laboratory: Toward a science of expert and exceptional performance. Current Directions in Psychological Science, 16, 346-350.
Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51(7), 821-835.
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176.
Gungor, A., Eryilmaz, A., & Fakioglu, T. (2007). The relationship of freshmen's physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036-1056.
Hidi, S. & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.
Hidi, S. & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
Hope, K. (1974). The Interpretation of path coefficients. Sociology, 8(3), 485-489.
Ivcevic, Z. & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52(0), 29-36.
Jeon, K., Park, H., & Noh, T. (2006). The impact of motivational and cognitive variables on multiple-choice algorithmic chemistry problem solving achievement goal, perceived ability, learning strategy, and self-regulation. Journal of the Korean Association for Science Education, 26(1), 1-8.
Jeong, M. & Park, W. (2006). Analysis of self-regulated learning factors on students' science process skills. Biology Education, 34(2), 145-154.
Jeong, S., Kim, B., Koo, I., & Park, J. (2010). Effects on scientific inquiry, scientific attitudes, and scientific achievements of experimental classes for kinetics unit using self-regulated learning strategy. Journal of the Korean Association for Research in Science Education, 30(6), 681-692.
Jo, S. (2011). The mediation effect of cognitive self-regulated learning strategy in the relationships between self-efficacy and achievement in science. Journal of the Korean Association for Research in Science Education, 31(6), 958-969.
Kang, S., Yang, J., & Yeau, S. (2002). Analysis of self-regulated learning ability and psychological learning environment which influence on science achievement of middle school students. Biology Education, 30(2), 190-196.
Kim A. & Cho, Y.-M. (2001). Relative potency of intelligence and motivation variables in predicting academic achievement. Journal of Educational Psychology, 15(4), 121-138.
Kim, S. & Seo, H. (2011). Self-regulated learning ability related to science inquiry skill and affective domain of science in middle school students. Journal of the Korean Association for Research in Science Education, 35(2), 307-323.
Kline, R. B. (2005). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
Komarraju, M. K., Karau, S. J., & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47-52.
Krajcik, J., Czerniak, C., & Berger, C. (2003), Teaching science in elementary and middle school classrooms: Project-based approach, 2nd ed., McGraw-Hill, New York.
Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 3-25). Hillsdale, NJ: Erlbaum.
Ku, B.-D., Yang, A.-K., & Choi, J.-J. (2014). A meta-analysis on the effects of academic achievement in self-efficacy: Focused on theses and journal paper in Korea since 2000. Korean Journal of Counseling, 15(5), 1979-2000.
Lee, J. & Chung, Y. (2014). An analysis of structural relationship among the attitude toward science, science motivation, self-regulated learning strategy, and science achievement in middle school students. Journal of the Korean Association for Research in Science Education, 34(5), 491-497.
MacCann, C. & Roberts, R. (2010). Do time management, grit, and self-control relate to academic achievement independently of conscientiousness? In R. Hicks (Ed.), Personality and individual differences: Current directions (pp. 79-90). Bowen Hills, QLD, AUS: Australian Academic Press.
Maddi, S. R., Matthews, M. D., Kelly, D. R., Villarreal, B., & White, M. (2012). The role of hardiness and grit in predicting performance and retention of USMA cadets. Military Psychology, 24(1), 19-28.
Meece, J. & Painter, J. (2008). Gender, self-regulation, and motivation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and Self-regulated Learning: Theory, Research, and Applications (pp. 339-367). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
National Research Council[NRC]. (2009). Learning science in informal environments: People, places, and pursuits. Washington DC: The National Academies Press.
Park, H.-J. (2008). Test of Group invariance for the structural model among motivation, self-concept and student achievement: Using PISA 2006 data. Journal of Educational Evaluation, 21(3), 43-67.
Park, J., Paik, S., & Kim, D. (2003). An analysis of conceptual difficulities in electrolysis of high school students, in-service chemistry teachers, and chemistry teachers. Journal of the Korean Association for Research in Science Education, 23(6), 660-670.
Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46(2), 166-191.
Reed, J., Pritschet, B. L., & Cutton, D. M. (2013). Grit, conscientiousness, and the transtheoretical model of change for exercise behavior. Journal of Health Psychology, 18(5), 612-619.
Renzulli, J. S. (2000). The identification and development of giftedness as a paradigm for school reform. Journal of Science Education and Technology, 9(2), 95-114.
Robertson-Kraft, C. & Duckworth, A. L. (2014). True Grit: Trait-level Perseverance and Passion for Long-term Goals Predicts Effectiveness and Retention among Novice Teachers. Teachers College Record, 116(3), 1-27.
Schunk, D. H. & Zimmerman, B. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
Seo, H. (2009). Characteristics of Middle School Students in a Biology Special Class at Science Gifted Education Center: Self-regulated learning abilities, personality traits and learning preferences. Journal of Gifted/Talented Education, 19(3), 457-476.
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
Strayhorn, T. L. (2013). What role does grit play in the academic success of Black male collegians at predominantly White institutions?. Journal of African American Studies, 18, 1-10.
Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537.
Wolters, C. A. & Hussain, M. (2015). Investigating grit and its relations with college students' self-regulated learning and academic achievement. 10(3), 293-311.
Woo, Y. (2014). Relationships among utility value, persistence, and achievement depending on the self-efficacy: The mediating role of situational interest. The Korean Journal of Educational Psychology, 28(3), 405-420.
Yune, S. & Bae, S. (2011). Learning difficulties of science gifted high-school students based on Korea science academy survey. Journal of the Korean Association for Research in Science Education, 31(6), 920-930.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-399.
Zimmerman, B. J. & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290.
Zimmerman, B. J. & Martinez-Pons, M. (1990). Student differences in self regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.