[논문]중학생들의 목표인식과 수학학업성취도 관계에 대한 수학수업요인의 종단매개효과

정희선

doi:10.7468/mathedu.2019.58.1.21

중학생들의 목표인식과 수학학업성취도 관계에 대한 수학수업요인의 종단매개효과
Longitudinal mediation effect of mathematics class factors between goal perception and mathematics academic achievement on middle school students 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.58 no.1, 2019년, pp.21 - 39

정희선 (성균관대학교)

Abstract ▼ AI-Helper

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

주제어

표/그림 (13)

표 [표 1] 목표인식, 학교수업에서의 수학교사에 대한 인식, 수학수업태도의 문항 구성 내용 [Table 1] Factors for goal perception, perceptions about mathematics teachers and mathematics classroom attitude
그림 [그림 1] 무선모형 및 선형모형 [Fig. 1] Stationarity model and linear model
그림 [그림 2] 연구모형 1 [Fig. 2] Research model 1
그림 [그림 3] 연구모형 2 [Fig. 3] Research model 2
표 [표 2] 연구변인들의 신뢰도 [Table 2] Reliability of research factors
표 [표 3] 변인들의 평균과 표준편차 및 상관관계(N=4163) [Table 3] Descriptive statistics(numbers of students, means, standard deviations) and correlations
표 [표 4] 변인들의 선형성 검증 [Table 4] Linear model fit statistics for factors
표 [표 5] 연구모형1의 적합도 [Table 5] Fit indices for research model1
표 [표 6] 연구모형1의 경로계수 [Table 6] The path coefficients of research model1
표 [표 7] 연구모형1의 간접효과 [Table 7] Indirect effect on research model1 with Bootstrapping
표 [표 8] 연구모형2의 적합도 [Table 8] Fit indices for research model 2
표 [표 9] 연구모형2의 경로계수 [Table 9] The path coefficients of research model 2
표 [표10] 연구모형2의 간접효과 [Table 10] Indirect effect on research model 2 with Bootstrapping

질의응답

핵심어	질문	논문에서 추출한 답변
	수업태도와 수업만족도·분위기가 교사와의 관계와 관련이 있는 이유는 무엇인가?	수업태도와 수업만족도·분위기 역시 수업을 담당하는 교사와의 관계와 관련이 있다(김종백, 김남희, 2014;Patrick, Ryan, & Kaplan, 2007). 교사관계 만족도는 자기효능감과 수업태도를 매개로 학업성취에 간접영향을 미치며, 자기효능감도 수업태도를 매개로 하여 학업성취에 간접영향을 미친다(윤미정, 박명희, 유석원, 김경식, 2018). 학습자가 학습목표에 도달하도록 환경을 체계적으로 조정하는 과정이 수업이므로, 그 목적을 달성 하기 위해서는 학생의 적극적인 개입이 필요하다(윤미정 외, 2018).
	목표란 무엇인가?	목표는 성취하고자 하는 결과나 성취 과정에 대한 내적 표상(Austin & Vancouver, 1996)으로 학생의 목표인식은 미래 학업성취를 예측하는데 중요한 지표로 작용하며, 미래 목표는 학생에게 심리적 안녕 및 행복 감과(Harris, Daniels, & Briner, 2003; Headey, 2008;Cantor, Norem, Niedenthal, Langston, & Brower,1991) 성공적인 수행에 영향을 미친다(Nurmi, Salmela-Aro, & Koivisto, 2002). 그러므로 교육정책과 학교의 노력을 통해 학생에게 보다 뚜렷한 목표를 세우고 실현해 나가 도록 도움을 주는 것은 학생의 개인적 성장뿐 아니라 사회적으로 미래사회에 기여하는 인재로 성장하는 데 매우 의미 있는 일이다(박현정, 2010).
	미래 목표는 학생의 무엇에 영향을 미치는가?	목표는 성취하고자 하는 결과나 성취 과정에 대한 내적 표상(Austin & Vancouver, 1996)으로 학생의 목표인식은 미래 학업성취를 예측하는데 중요한 지표로 작용하며, 미래 목표는 학생에게 심리적 안녕 및 행복 감과(Harris, Daniels, & Briner, 2003; Headey, 2008;Cantor, Norem, Niedenthal, Langston, & Brower,1991) 성공적인 수행에 영향을 미친다(Nurmi, Salmela-Aro, & Koivisto, 2002). 그러므로 교육정책과 학교의 노력을 통해 학생에게 보다 뚜렷한 목표를 세우고 실현해 나가 도록 도움을 주는 것은 학생의 개인적 성장뿐 아니라 사회적으로 미래사회에 기여하는 인재로 성장하는 데 매우 의미 있는 일이다(박현정, 2010).

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저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

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