참고문헌 (57)

1. Akyuz, G. (2014). The effects of student and school factors on mathematics achievement in TIMSS 2011. Education and Science, 39, 150-162. 

2. An, I. K., & Oh, Y. G. (2018). An analysis of mathematical modeling process and mathematical reasoning ability by group organization method.？Journal of Elementary Mathematics Education in Korea, 22(4), 497-515. 

3. An, J. S. (2018). The effect of mathematical disposition and learning attitude in instruction utilizing STAD cooperative learning model.？Communications of Mathematical Education, 32(2), 147-174. http://doi.org/10.7468/jksmee.2018.32.2.147 

   원문보기 상세보기

4. Azina, I. N., & Halimah, A. (2012). Student factors and mathematics achievement: Evidence from TIMSS 2007. Eurasia Journal of Mathematics,？Science and Technology Education, 8(4), 249-255. https://doi.org/10.12973/eurasia.2012.843a 

   상세보기

5. Barcikowski, R. S. (1981). Statistical power with group mean as the unit of analysis. Journal of Educational Statistics, 6(3), 267-285. https://doi.org/10.2307/1164877 

   상세보기

6. Bliese, P. D. (2000). Within-group agreement, non-independence, and reliability. In K. J. Kline & S. W. Kozlowski (Eds.), Multilevel theory,？research, and methods in organizations (pp. 349-381). Jossey-Bass. 

7. Chan, D. (1998). Functional relations among constructs in the same content domain at different levels of analysis: A typology of composition？models. Journal of Applied Psychology, 83(2), 234-246. https://psycnet.apa.org/doi/10.1037/0021-9010.83.2.234 

   상세보기

8. Cheong, M. J., Kim, H. K., & Moon, Y. H. (2015). The relationship between Teaching Methods accepted by learners and Academic Achievement？Factors on Academic Achievement. Korean Journal of Youth Studies, 22(7), 129-150. 

9. Cho, H. J., & Kim, I. S. (2016). Analyzing research trend of affective aspects in mathematics in Korea. Communications of Mathematical Education,？30(1), 67-83. https://doi.org/10.7468/jksmee.2016.30.1.67 

   원문보기 상세보기

10. Choe, S. H., Park, S. W., & Hwang, H. J. (2014). Analysis of the current situation of Affective Characteristics of Korean Students Based on the？Results of PISA and TIMSS. Journal of the Korean School Mathematics Society, 17(1), 23-43. 

11. Choi, K. H., & Han, H. S. (2013). A study on the effects of the reciprocal peer tutoring in high school students' affective characteristics of？mathematics. The Mathematical Education, 52(3), 423-442. https://doi.org/10.7468/mathedu.2013.52.3.423 

    원문보기 상세보기

12. DeBellis, V. A., & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational？Studies in mathematics, 63(2), 131-147. 

    상세보기

13. Dijk, W., Gage, N. A., & Grasley-Boy, N. (2019). The relation between classroom management and mathematics achievement: A multilevel？structural equation model. Psychology in the Schools, 56(7), 1173-1186. 

    상세보기

14. Fishbein, B., Foy, P., & Yin, L. (2021). TIMSS 2019 user guide for the international database. Hentet fra. https://timssandpirls.bc.edu/timss2019/international-database 

15. Hong, S. S., & Lee, D. H. (2015). The effect of ability grouping on Mathematics achievement: Utilizing the Propensity Score Matching. Journal of？the Korean School Mathematics Society, 18(1), 149-167. 

16. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new？alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55. 

    상세보기

17. Hwang, J. H., Tak, B. J., Lee, S. E., Kim, H. M., & Lee, H. Y. (2022). Relationships Among Students' Attitude Toward Mathematics, Mindset, and？Teachers' Mindset. School Mathematics, 24(4), 525-549. https://doi.org/10.57090/sm.2022.12.24.4.525 

    

18. Hwang, S., & Son, T. (2020). Exploring Effects of Elementary Teachers' Mathematics Instruction, Mathematics Teaching Efficacy, and Student？Mathematical Interest on Mathematics Achievement: An Application of Multilevel Structural Equation Modeling. Education of Primary School？Mathematics, 23(4), 175-189. https://doi.org/10.7468/JKSMEC.2020.23.4.175 

    원문보기 상세보기

19. Hwang, S. W., & Lew, K. H. (2018). Relationship Between Mathematics Anxiety and Mathematical Achievement of Middle School Students？According to Gender and Grade. Communications of Mathematical Education, 32(2), 175-189. https://doi.org/10.7468/jksmee.2018.32.2.175 

    원문보기 상세보기

20. James, L. R. (1982). Aggregation bias in estimates of perceptual agreement. Journal of Applied Psychology, 67, 219-229. 

    상세보기

21. Jang, J. H. (2019). Analysis of teachers' instructional ability and method type recognized by students and influence factor [Doctoral dissertation].？Korea University. 

22. Jung, B. S. (2022). Gender Differences in Variables Affecting High School Students' Attitudes toward Mathematics and Achievement in the？COVID-19 Pandemic. The Women's Studies, 114(3), 141-165. http://dx.doi.org/tws.2022.114.3.006 

23. Kim, D. S., & Jo, H. J. (2013). The effects of streaming on students achievement focused on ability. The Journal of Research in Education, 26(2),？1-24. 

24. Kim, H. S., & Ham, E. H. (2014). What school characteristics affect Korean students' non-cognitive outcomes in mathematics. Journal of？Educational Evaluation, 27(5), 1311-1335. 

25. Kim, S. H. (2015). An analysis of teacher effects on fourth-grade students' attitudes toward mathematics based on TIMSS 2011 results. The？Mathematical Education, 54(2), 195-206. https://doi.org/10.7468/MATHEDU.2015.54.2.195 

    원문보기 상세보기

26. Klein, K. J. & S. W. J. Kozlowski. (2000). From micro to meso: Critical steps in conceptualizing and conducting multilevel research, Organizational？Research Methods, 3(3), 211-236. 

    상세보기

27. Ko, D. H., & Jung, H. S. (2020). Analysis on the Effect of Mathematics Class Characteristics and Mathematical Confidence on Mathematical？Academic Achievement: Applying Hierarchical Linear Model. School Mathematics, 22(2), 313-332. https://doi.org/10.29275/sm.2020.06.22.2.313 

    상세보기

28. Kozlowski, S. W., & Hattrup, K. (1992). A disagreement about within-group agreement: Disentangling issues of consistency versus consensus.？Journal of Applied Psychology, 77(2), 161-167. 

    상세보기

29. Kwon, J. R. (2022). A study analyzing the students' affective characteristics about mathematics in elementary, middle and high school. Journal of？Curriculum and Evaluation, 25(2), 195-224. https://doi.org/10.29221/jce.2022.25.2.195 

    상세보기

30. Lim, H. J., & Lee, J. E. (2016). The longitudinal changes of students' perception on teachers' teaching ability, self-efficacy, and academic？achievement. Korean Journal of Youth Studies, 23(6), 71-95. http://dx.doi.org/10.21509/KJYS.2016.06.23.6.71 

    상세보기

31. Lee, H. C., Kim, H. W., Baeck, S. G., Ko, H. K., & Yi, H. S. (2017). A causal model analysis of non-cognitive characteristics of mathematics？learning. Communications of Mathematical Education, 31(2), 187-201. https://doi.org/10.7468/JKSMEE.2017.31.2.187 

    원문보기 상세보기

32. Lee, H. C., Kim, H. W., Ee, J. H., Yi, H. S., & Ko, H. K. (2017). The development and validation of the survey of students' affective characteristics？in the non-cognitive domain of mathematics learning. School Mathematics, 19(2), 267-287. 

33. Lee, H. J., Bong, C. W., Yoon, M. R., & Hong, S. H. (2018). An application of multilevel structural equation model to testing the effect of？mathematics self-efficacy and educational environment on mathematical interest: Comparison of results between Korea and Singapore. Journal？of Educational Evaluation, 31(1), 353-386. http://dx.doi.org/10.31158/JEEV.2018.31.1.353 

    상세보기

34. Lee, J. H., & Kim, S. H. (2010). Analysis on differences between affective achievement for middle and high school students. Journal of Research in？Curriculum & Instruction, 14(4), 759-785. http://doi.org/10.24231/rici.2010.14.4.759 

    상세보기

35. Lee, J. R. (2009). The effects of ability grouping and perceived class characteristics upon academic achievement. The Korean Journal of Human？Development, 16(2), 51-65. 

36. Lee, K. S., Rim, H. M., Park, I. Y., Seo, M. H., & Kim, B. M. (2016). A study on development of the survey items for affective domain in？mathematics of NAEA. The Journal of Curriculum and Evaluation, 19(4), 45-70. 

    상세보기

37. Lee, S. H. (2021). A study on teachers' instructional strategies affecting students' mathematical value [Master's thesis, Hanyang University]. 

38. Lee, S. J., Kim, H. R., & Mo, W. S. (2018). A longitudinal study on the relationship between academic achievement and self-efficacy: Korean？and mathematics among Korean middle school students. Journal of Curriculum and Evaluation, 18(4), 675-697. http://dx.doi.org/10.22251/jlcci.2018.18.4.675 

    

39. Lee, Y. H., & Han, Y. K. (2015). A hierarchical analysis of the factors influencing on middle schoolers' character. The Journal of Korean Teacher？Education, 32(3), 305-325. http://doi.org/10.24211/tjkte.2015.32.3.305 

    

40. McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of research on mathematics teaching and？learning, 1, 575-596. 

41. Ministry of Education. (2022). Mathematics curriculum. Proclamation of the Ministry of Education #2022-33[Annex 8]. Ministry of Education. 

42. Ministry of Education. (2020). The 3rd Mathematics Education Plan. 

43. Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 Assessment Frameworks. International Association for the Evaluation of Educational？Achievement. 

44. Park, S. W., Kim, H. K., Sang, K. A., Jeon, S. K., & Choi, I. S. (2019). Trends in international mathematics and science study: TIMSS 2019 main？survey. RRE 2019-10. KICE. 

45. Park, J. H., Kang, Y. G., & Han, S. Y. (2019). The development and application of the instrument for measuring Korean high school students'？interests in mathematics learning. School Mathematics, 21(2), 319-346. https://doi.org/10.29275/sm.2019.06.21.2.319 

    상세보기

46. Park, J. H., Kim, Y. M., & Choi, S. H. (2014). A study about confidence with mathematics. Journal of Educational Research in Mathematics, 24(2),？145-164. 

47. Park, W. W., & Ko, S. K. (2005). Procedures and methods of multilevel analysis: With a focus on WABA. The Korean business journal, 39(1), 59-90. 

48. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Sage. 

49. Sang, K., Kwak, Y., Choi, J., Park, S., & Jeon, S. (2017). In-depth analysis of TIMSS 2015 Korean results. RRO 2017-5-1. KICE. 

50. Sang, K. A., Kim, S. S., Kim, K. H., Kim, S. J., Si, K. J., & Han, J. A. (2015). The influence of educational context variables on students'？mathematics achievement and affective characteristics. RRE 2015-8. KICE. 

51. Seo, K. H. (2004). The perspectives and conceptions about good instructional practice: An interview study of teachers and students. The Journal of？Curriculum Studies, 22(4), 165-187. 

52. So, Y. H. (2011). Analysis of the structural relations between Learners' perception on instruction, self-directed learning, learning flow, and academic？achievement. The Korean Journal of Child Education, 20(2), 19-32. 

53. Song, H. S., & Jung, H. S. (2021). Effects of learner-centered mathematical instruction perceived by middle school students on math self-efficacy？and class engagement: Multi-group analysis based on achievement level. The Mathematical Education, 60(4), 493-508. http://doi.org/10.7468/mathedu.2021.60.4.493 

    원문보기 상세보기

54. Song, H. S., & Jung, H. S. (2022). Detecting types for the influence of math teaching methods perceived by high school students on math self-efficacy: Using REBUS-PLS. The Mathematical Education, 61(4), 613-629. https://doi.org/10.7468/mathedu.2022.61.4.613 

    원문보기 상세보기

55. Yu, J. P. (2022). Concept and understanding of structural equation model. hannarae Academy. 

56. Yu, S. B., & Kim, N. O. (2020). The structural relationship of learner-centered instruction, feedback experience, affective achievement,？and mathematical competencies by middle schoolers. Journal of Educational Evaluation, 33(4), 791-814. http://dx.doi.org/10.31158/JEEV.2020.33.4.791 

    상세보기

57. Yu, S. B., & Song, Y. M. (2022). The effect of middle school students' perceived teaching and assessment practices and characteristics of？learners on subject interest and academic achievement. Journal of Learner-Centered Curriculum and Instruction, 22(16), 1053-1065. https://doi.org/10.22251/jlcci.2022.22.16.1053 

    상세보기

저자의 다른 논문 :

정희선 (8)