학교학습에서의 개인차에 대한 이해 = Understanding Individual Differences in School Learning

국문 초록 (Abstract)

이 글에서는 학업성취 관련 개인차변인들에 관한 주요 국?내외 연구 결과들을 통해 학교학습에서의 개인차에 대한 이해를 도모하고자 하였다. 이를 위하여 ‘개인차’의 개념적 정의와 분류를 고찰한 후, ‘개인차 연구’의 기원과 학업성취를 주제로 하는 국내대학의 최근 10년간 박사학위 논문의 연구 경향성 분석을 통해 교육적 적용을 살펴보았다. 다음으로, 선행연구 결과들을 기초로 학교학습과 관련된 주요 개인차 변인들의 영향력 인지적, 정서적, 동기적 특성으로 나누어 검토하였으며, 최근 개인차 변인으로 중요성이 부각된 스타일(양식)의 개념을 살펴보았다. 마지막으로, 효과적인 수업 설계에 있어서 고려되어야 할 개인차 변인들의 중요성을 논의하였으며 향후 개인차 연구에 대한 방향을 제안하는 것으로 이 글을 마무리하였다. 그러나 학교학습에서 야기되는 모든 개인차 변인을 고려한다는 것은 현실적으로 불가능하기 때문에 교육장면에서의 실제적 중요성과 학문적 최신성에 의해 변인 선택의 상대적 우선순위를 제한하였다.

다국어 초록 (Multilingual Abstract)

The main aim of this study is to investigate the nature and strength of the effects of major individual difference dimension on important outcome variables at school including academic performance. First, the concept and terminology of individual difference were explained and the previous studies that used empirical data were reviewed. This reviews evidences on cognitive, affective, and conative differences in relation to research on learning. Usually the focus of individual difference at school has been on cognition. However, many important student aptitude and non-cognitive aspects may better be contributed. This study emphasizes research on affective and conative functions in school learning, including motivation/interest, self-efficacy, achievement goal orientations, and cognitive/learning/thinking styles. It also suggest how researchers can use the evidence and methods of differential psychology to design the individualized teaching and learning environment at school.

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