학생들이 인지하는 교사의 성취압력과 열의가 수학 학업성취도에 미치는 영향력에 대한 종단적 분석: 초·중학생들을 대상으로

김용석 ( Kim Yongseok ) 한국수학교육학회 2021 初等 數學敎育 Vol.24 No.3

Achievement pressure and enthusiasm affecting mathematics academic achievement are constantly changing and affecting academic achievement. Therefore, a longitudinal study is needed to examine the influence of the change patterns of teachers' achievement pressure and enthusiasm on the change patterns of academic achievement. This study utilized student data from the 5th grade of elementary school (2013 year) to the third grade of middle school (2017 year) of the Korean Education Longitudinal Study 2013. The longitudinal change patterns of mathematics academic achievement were classified into similar subgroups and the influence of the longitudinal change patterns of the achievement pressure and enthusiasm of each group on the longitudinal change pattern of mathematics academic achievement and the path were compared and analyzed. As a result of the analysis, in all four subgroups with similar longitudinal changes in mathematics academic achievement, the teacher's achievement pressure showed little change from the fifth grade, while the teacher's enthusiasm continued to decline from the fifth grade. In addition, the influence of teachers' achievement pressure and enthusiasm perceived by students in each group on mathematics academic achievement was different. This suggests that in order to improve mathematics academic achievement, it is necessary to support teaching and learning reflecting the characteristics and dispositions of students.

의과대학생들의 성취목표성지향성과 자기효능감이 수업에 대한 흥미와 학업성취도에 미치는 영향

소연희 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.1

Purpose: The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. Methods: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson’s correlation analysis, and multiple regression analysis to resolve the research questions. Results: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students. Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and selfefficacy in third-year medical students significantly predicted academic achievement. Conclusion: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.

교사 성취압력이 학생 성별, 자아개념, 성취수준에 따라 스트레스 및 무동기에 미치는 효과

박윤아,봉미미,Benjamin Nagengast,김지원 한국교육방법학회 2023 교육방법연구 Vol.35 No.4

We examined the longitudinal associations between teacher's achievement pressure as perceived by students and student's maladaptive outcomes, namely test stress, academic stress, and amotivation, from elementary to high schools. Student's gender, academic self-concept, and achievement level were entered as moderators in the relationships. We performed path analyses using the first 7 waves (Grades 5-11) of the Korean Educational Longitudinal Study 2013, and we found that achievement pressure consistently predicted stress and amotivation across nearly all grade levels. Academic self-concept and achievement moderated the predictive effects of achievement pressure. Although caution needs to be taken for interpretation, teacher's achievement pressure appeared to have a particularly negative impact on students with lower academic self-concept and achievement. The present findings underscore the adverse impact of achievement pressure and suggest that teachers should exercise special caution when expressing achievement expectations to students with lower academic self-concept and achievement.

아동이 지각한 부모의 성취지향적 양육태도가 자아탄력성을 매개로 학교생활적응과 학업성취도에 미치는 영향

김충일 ( Chung Il Kim ),이강이 ( Kang Yi Lee ) 대한가정학회 2015 Human Ecology Research(HER) Vol.53 No.5

This study examined the relationships among children’s perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children’s ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the chievement-oriented parenting style is not helpful for their children’s school outcomes (such as academic achievement and adjustment) even though parenting style improved their children’s ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children’s school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

사범계열 대학생들의 성취목표지향성, 기본욕구만족, 학업성취도 및 대학생활적응의 관계 연구

김수연,조한익 한국심리학회산하학교심리학회 2013 한국심리학회지 학교 Vol.10 No.2

The purpose of the study is to examine the relationship between achievement goal orientation, basic need satisfaction, academic achievement and adjustment of teachers’ college students. The study enrolled 450 College of Education and National University of Education students. The instruments were achievement goal orientation, basic need satisfaction, and adjustment. GPA was the academic achievement of the students at the first semester of 2012. Mastery approach goal orientation had a positive effect on autonomy, competence and relatedness. Mastery- and performance avoidance goal orientations had negative effects on autonomy and competence. Competence had a positive effect on academic achievement, and competence and relatedness had positive effects on adjustment. In the research of mediation effect, mastery approach goal orientation had a positive effect on the academic achievement and adjustment by the mediation of autonomy, competence and relatedness. Mastery avoidance goal orientation had a negative effect on academic achievement by the mediation of autonomy, competence and relatedness. Performance avoidance goal orientation had a negative effect on university adjustment by the mediation of autonomy, competence and relatedness. When the researchers analyzed the discrete factors of the basic need satisfaction, competence played as a mediating variable between achievement goal orientation and academic achievement. In the relationship between achievement goal orientation and adjustment, competence and relatedness played as positive mediating variables between mastery avoidance and adjustment. Implications for the research related to the literatures and suggestions are discussed. 본 연구는 사범계열 대학생들의 성취목표지향성, 기본욕구만족, 학업성취도 및 대학생활적응의 관계를 구조적으로 살펴보는데 목적이 있다. 연구대상은 사범대학과 교육대학교 학생 450명이며 측정도구는 성취목표지향성, 기본욕구만족, 대학생활적응척도이고, 학업성취도 자료는 2012학년도 1학기 성적을 사용하였다. 연구결과 숙달접근 목표지향성은 기본욕구만족의 자율성, 유능성, 관계성에 정적인 영향을 미치고 있었고, 수행회피와 숙달회피 목표지향성은 자율성과 유능성에 부적인 영향을 미치고 있었다. 유능성은 학업성취도에 정적인 영향을 미치고 있었고, 자율성, 유능성, 관계성은 대학생활적응에 정적인 영향을 미치고 있었다. 매개효과를 살펴본 결과 숙달접근 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 학업성취도와 대학생활적응에 정적인 영향을 미치고 있었다. 숙달회피 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 학업성취도에 부적인 영향을 미치고 있었고, 수행회피 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 대학생활적응에 부적인 영향을 미치고 있었다. 성취목표지향성과 학업성취도와의 관계에서 기본욕구만족의 하위요인별로 매개효과를 검증한 결과 숙달접근 목표지향성은 유능성을 매개로 하여 학업성취도에 미치는 정적인 영향이 있었다. 성취목표지향성과 학교생활적응과의 관계에서 기본욕구만족의 하위요인별로 매개효과를 검증한 결과 숙달접근 목표지향성은 유능성과 관계성을 매개로 대학생활적응에 정적인 영향을 미치고 있었다. 숙달회피 목표지향성은 유능성을 매개로 대학생활적응에 부적인 영향을 미치고 있었다. 이러한 결과를 바탕으로 선행연구와의 관련성 및 시사점 등이 논의되었다.

성별 및 수준별 10학년 학생들의 과학 성취도 분석

이병국,강용희,유계화 慶北大學校 科學敎育硏究所 2004 科學敎育硏究誌 Vol.28 No.-

The purpose of this study is to examine the differences of science achievement by gender and by level of academic achievement. The subjects are consisted of 211 male and 212 female 10th graders in Daegu Metropolitan City and are also divided into three groups: low-, average-, and high-academic achievement level. All kinds of examinations which the subjects had taken during 2003 academic year were analyzed (e.g., the regular, trial, entrance diagnostic evaluation and formative examinations). The results indicate that statistically significant differences exist on the scores between male and female students. In general, the scores of female students (both low- and average-academic achievement level) are higher than male students. However, the scores for male students who had high level of academic achievement are higher than those of female students who had high level of academic achievement. Specifically, the scores of the regular examinations for female students are higher than those of male student. However, female students have no higher scores in the trial examinations than male students compared to the other examinations. This corresponds to Kimball(1989)'s hypothesis that female students are poor at the external examinations. In addition, the variation of scores is very steep in the entrance diagnostic evaluation and formative tests compared to regular and trial examinations. It seems that the achievement on tests does not determined by gender, however, the students' state of seriousness related to the tests. Additional analysis reveals that male students have made weaker achievement on scores of biology in the regular and trial examinations. Female students who had high-academic achievement level have made higher scores on the regular examination. In general, it seems that males had been more affirmative than females in the attitude related scientific subjects. However, there is no significant correlation between scientific attitude and science achievement. Based on the results of this study, there are no gender differences in the attitude for learning science. It appears that students who had high-academic achievement level are tended to have more positive attitude toward studying science.

The effects of school contexts and student characteristics on cognitive and affective achievement in South Korea

Kim Soyoung,Hong Sehee 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.4

This study investigated the effects of educational context variables on two types of achievement: cognitive domain and affective domain. To assess the effects of educational context variables at student and school levels, the National Assessment of Educational Achievement data were used, which were collected by the Korea Educational Development Institute. Participants were in the second year of a high school. Multivariate multilevel modeling was employed to model the two related dependent variables: cognitive and affective domains. Results showed that school characteristics were generally more influential for cognitive achievement than for affective achievement. Moreover, it was found that psychological stability and satisfaction with the facilities at school played an important role in predicting affective achievement for the subjects of Korean, English, and mathematics. Korea’s Educational Broadcasting System was found to exert a positive effect on affective achievement, but negative effects on cognitive achievement. Shadow education was found to be generally helpful in improving cognitive/affective achievement. Programs aimed at improving academic achievement at school were found to have had very limited success in accomplishing their aim. Teacher climate, in particular, adversely affected students’ cognitive achievement. Schools must be equipped with good facilities and counseling centers for student to improve student achievement.

부모 성취압력과 자녀의 성취목표에 대한 메타분석

강문비,이우걸,송주연 한국교육심리학회 2023 敎育心理硏究 Vol.37 No.2

In Korea, where the enthusiasm for education is high, parents’ attitude regarding their children’s academic achievement has an important influence on their achievement goals. Therefore, this study explored these relationships by conducting a meta-analysis of the parental achievement pressure perceived by the children and the achievement goals theirof. Accordingly, related studies conducted in Korea were systematically selected, and 29 studies (12,959 subjects) were analyzed. Consequently, the relationships were significantly moderated according to the nature of the achievement goals and the parental achievement pressure. First, parental achievement pressure was more correlated with performance goals than mastery goals. Performance-approach goals and performance-avoidance goals showed a similar level of positive correlations with parental achievement pressure. However, when the appearance/normative distiction was considered, parental achievement pressure showed a higher correlation with normative performance-approach goals than with appearance performance-approach goals. Next, it was established that the operational definition of parental achievement pressure moderated the relationships of parental achievement pressure with mastery goals and with performance-avoidance goals. Mastery goals showed a high correlation with achievement-oriented achievement pressure, while performance-avoidance goals were highly related to controlled and over-expected achievement pressure. Educational Impact and Implications : This study suggests that the nature of parental achievement pressure can differently influence on children’s achievement goals. When parents’ achievement expectations and cares are exhibited in an excessively high or controlled manner, their children can have high performance goals and subsequently show maladaptive motivation to learn. Therefore, it is necessary to think about how it is appropriate to express parents’ expectations and cares for their children.

기대 및 가치 신념이 청소년의 학업 성취와 주관적 안녕감에 미치는 영향

안도희,김유리 한국청소년학회 2012 청소년학연구 Vol.19 No.3

본 연구에서는 중학생의 학업 성취와 주관적 안녕감, 학업 성취 기대, 학업 성취 가치, 흥미 가치 및 부모기대 간의 상호 관련성과 학생들이 지각하는 기대 및 가치신념이 그들의 학업 성취와 주관적 안녕감에 미치는 직․간접 효과를 살펴보고자 하였다. 본 연구의 최종분석 대상은 서울과 경기에 소재한 6개 중학교에 재학 중인 569명의 학생들이 최종 분석 대상으로 선정되었으며, 이들의 평균 연령은 15.37세이었다. 본 연구 결과, 학업 성취 기대 및 가치와 흥미가치는 학업 성취 및 주관적 안녕감과 유의한 정적 상관을 보인데 반해, 부모 기대는 주관적 안녕감과는 부적 상관을 보였으며, 학업 성취와는 정적 상관을 보였다. 부모기대는 학업 성취 가치와 학업 성취 기대를 거쳐 학생들의 학업 성취에 정적으로 간접적인 영향을 주었으며, 주관적 안녕감은 학업 성취에 정적으로 직접적인 영향을 주는 반면, 학업 성취는 주관적 안녕감에 부적으로 직접적인 영향을 주는 것으로 나타났다. 이와 아울러 부모 기대는 주관적 안녕감에 부적으로 직접적인 영향을 주는 것으로 나타났다. 따라서 부모가 자녀의 학업에 대한 기대를 과도하게 할수록, 자녀의 주관적 안녕감은 오히려 저하되는 것으로 나타나 자녀를 양육하는 부모들은 이에 대한 주의가 요구된다. The study was to analyze the causal relationships among academic achievement and subjective well-being, other variables such as students' perceived academic achievement expectation, achievement value, interest value, and parent expectation of students' academic achievement. The subjects were 569 middle school students in Seoul and Gyeonggi Province. Their average age was 15.37 years. Measures of students' perceived academic achievement expectation, achievement value, interest value, parent expectation of students' academic achievement, academic achievement and subjective well-being were administered. Structural equation modeling techniques were used to test the relationships among the variables. It was found that academic achievement value affected students' academic achievement via academic achievement expectation and also directly affected subjective well-being. Parent expectation of students' academic achievement affected students' academic achievement via both students' perceived academic achievement expectation, and their subjective well-being. Students' interest value affected their academic achievement via their subjective well-being.

Gender Difference in Mathematics Achievement of Total, Low-, and High-Achieving Students: Evidence from East Asian Countries’ TIMSS 2015 Mathematics Achievement

김미림,곽민호 한국교육과정평가원 2018 교육과정평가연구 Vol.21 No.4

Gender difference in mathematics achievement has been one of the most controversial issues in the academic area of mathematics over the last few decades. Recent studies suggested that the gender gap tends to decrease over the years, but the difference is much more apparent in higher mathematical ability levels. This paper examined on the gender gap in TIMSS 2015 mathematics achievement of total, low-, and high-achieving students using mutlilevel modeling. Also, this study focused on the gender gap in East Asian countries which outperformed in TIMSS 2015. The results suggest that the gender gap can vary depending on the level of mathematics achievement. For total students, the gender gap was detected in all of the countries except Hong Kong SAR. For low-achieving students, the gender difference was significant in Chinese Taipei, Hong Kong SAR, and Singapore. For high-achieving students, the gender gap was not present in all countries, which suggests that the gender gap in these countries differs from that of the Western area. This study showed that the gender gap in mathematics achievement of East Asian countries could be different according to mathematical ability. Also, this study demonstrated the impact of controlling influential variables on mathematics achievement in studying gender differences by suggesting that the results of the simple comparison of the mean achievement scores were different from the results obtained from the multilevel model controlling important variables on mathematics achievement. 성별에 따른 수학 성취도 차이는 수십 년간 학계에서 논란의 중심이 되어왔다. 최근 연구에 따르면 남학생과 여학생의 수학 성취도 차이는 전반적으로는 점차 감소해왔으나, 수학 성취도가 높은 학생들의 경우 그 차이가 확연히 드러나는 양상을 취하는 것으로 나타났다. 이 연구에서는 TIMSS 2015 자료를 활용하여 전체 학생 및 저성취, 고성취 학생을 대상으로 성별에 따른 수학 성취도 차이를 분석하였다. 또한, 수학 성취도와 관련 있는 학교 및 학생 변인을 통제하기 위해 다층모형을 사용하였다. 분석 대상 국가는 TIMSS 2015 수학 성취도 평가에서 최상위권을 차지한 동아시아권의 5개 국가(대만, 홍콩, 일본, 한국, 싱가포르)로 한정하였다. 연구 결과, 동아시아권 국가의 수학 성취도 성차는 성취도 수준에 따라 다르게 나타났다. 구체적으로, 전체 학생을 대상으로 했을 때 홍콩을 제외한 4개국에서 유의한 성차가 나타났다. 저성취 학생의 경우 대만, 홍콩, 싱가포르에서 유의한 성차가 나타났다. 고성취 학생의 경우 어느 나라에서도 유의한 성차가 나타나지 않았으며, 이는 동아시아권 국가의 수학 성취도 성차가 서구권 국가의 수학 성취도 성차와는 다른 양상을 나타낸다는 점을 시사한다. 이 연구는 동아시아권 국가의 수학 성취도 성차가 수학 능력 수준에 따라 달리 나타날 수 있음을 보였다. 또한, 단순 평균을 비교한 결과와 다층모형에서 얻어진 결과의 차이점을 제시함으로써 성차를 연구함에 있어 주요 변수의 통제가 미치는 영향을 실증하였다.