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NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.34 no.3, 2020년, pp.325 - 354
This study utilized longitudinal data from the 2013 year (Secondary Middle School) to 2017 year (Secondary High School) of the Seoul Education Termination Study. Using the latent growth model and the piecewise growth model, we investigated the changes in mathematics academic achievement, internal fa...
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수학 학업성취도의 내적요인의 변화은 어떻게 나타나는가? | 수학 학업성취도를 분석한 결과, 중학교 1학년부터 중학교 2학년까지의 수학 학업성취도는 변화가 없는 것으로 나타났으며, 중학교 2학년부터 고등학교 1학년까지는 꾸준히 증가하다가 고등학교 2학년 때는 소폭 하향하는 것으로 나타났다. 내적요인인 자아개념과 자기통제는 중학교 1학년부터 중학교 2학년까지는 소폭 떨어지다가 고등학교 1학년까지는 소폭 증가하고 고등학교 2학년에는 소폭 떨어지는 것으로 나타났으며, 삶의 만족에 대한 자기평가는 중학교 1학년부터 고등학교 2학년까지의 기간 동안 소폭 떨어지는 것으로 나타났다. 외적요인 중 학교풍토는 중학교 1학년부터 중학교 2학년까지는 소폭 떨어지는 것으로 나타났으며, 고등학교 1학년까지는 증가하다가 고등학교 2학년에는 그 값이 유지되는 것으로 나타났다. | |
삶의 만족에 대한 자기평가가 수학 학업 성취도에 영향을 미치지 못하는 원인은 무엇으로 제시되었는가? | 특히, 종단연구를 통해 삶의 만족도가 학업성취에 긍정적인 영향을 미친다고 보고한 구재선과 서은국(2012)의 결과와 다르게 나온 것은 주목할 부분이다. 중학교 1학년부터 고등학교 2학년까지의 수학 학업성취도에 삶의 만족도가 영향을 주지 못한 것은 수학교과의 특성으로도 볼 수 있으며, 중학교 3학년부터 고등학교 1학년 시기에도 영향을 미치지 않는 것으로 보아 학교의 급이 올라가도 삶의 만족도는 수학 학업성취도에 영향을 주지 못하는 것으로 보인다. 내적요인의 결과들로 볼 때, 선행연구들에서 학업성취도에 긍정적인 영향을 미치는 것으로 나온 자아개념과 자기통제는 수학 학업성취도에도 영향을 미치는 것으로 나타났다. | |
수학 학업성취도는 학년에 따라 어떻게 나타나는가? | 본 연구는 서울교육종단연구의 2013년도(중학교 1학년)부터 2017년(고등학교 2학년)까지의 종단자료를 활용하여 내적요인(자아개념, 자기통제, 삶의 만족에 대한 자기평가), 외적요인(학교풍토, 자녀에 대한 보호자의 관심, 보호자의 학습조력)의 변화패턴을 알아보고 내·외적요인이 수학 학업성취도에 어떠한 영향을 미치는지 살펴보았다. 수학 학업성취도를 분석한 결과, 중학교 1학년부터 중학교 2학년까지의 수학 학업성취도는 변화가 없는 것으로 나타났으며, 중학교 2학년부터 고등학교 1학년까지는 꾸준히 증가하다가 고등학교 2학년 때는 소폭 하향하는 것으로 나타났다. 내적요인인 자아개념과 자기통제는 중학교 1학년부터 중학교 2학년까지는 소폭 떨어지다가 고등학교 1학년까지는 소폭 증가하고 고등학교 2학년에는 소폭 떨어지는 것으로 나타났으며, 삶의 만족에 대한 자기평가는 중학교 1학년부터 고등학교 2학년까지의 기간 동안 소폭 떨어지는 것으로 나타났다. |
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