초등학교 과학에서 인지적, 정의적 학업성취와 자아개념과의 관계

심완익 ( Wan Ik Shim ),김효남 ( Hyo Nam Kim ) 서울교육대학교 초등교육연구원 2013 한국초등교육 Vol.24 No.1

The purpose of this study is to draw some implications for study on improvement of science-related affective achievement by understanding relations among science-related cognitive, affective achievement and academic self-concept, academic self-concept in science. This study involved a research targeting 82 elementary school students in Seoul to measure cognitive, affective achievement on science, academic self-concept and academic self-concept in science. The data of science-related affective achievement, academic self-concept and academic self-concept in science were collected by online Google Drive. Cognitive academic achievement in science was measured by 2011 National achievement written test. Science affective academic achievement test developed by Kim et al.(l998) was used. Jeong Won-Sik`s academic self concept test was used. And for academic self-concept in science a modified form of PlSA 2006 affective area questions was used. After test and statistic analysis, GALT test and personal interview were carried out to clarify the causes. The major findings of this study are as follows: First, science-related affective achievement of male students was statistically higher than that of female students. And among subcategories concept of scientific affective achievement, that is, awareness, interest and attitude, male students showed statistically higher score on interest than female students. Second, science-related affective achievement and academic self-concept in science of the group whose science-related cognitive achievement was high were statistically higher than that of lower leveled group. Especially, academic self-concept in science showed significant difference depending on achievement levels. However, on academic self-concept, lower leveled group kept statistically higher score than higher leveled group. The results of persona1 interview revealed that perceived evaluation and advice of significant others also affected much on academic self-concept. Third, a significant positive relationship was found between academic self-concept in science and science-related cognitive achievement and science-related affective achievement. Academic self-concept in science and acade

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.

情意的 領域을 부과한 漢文科 授業이 학업성취도 및 情意的 領域에 미치는 효과

이미애 한국한자한문교육학회 2008 漢字 漢文敎育 Vol.20 No.-

The purpose of this study was to examine the learning effects on the academic achievement and affective domain (practical attitudes for living, learning attitudes, self-esteem and schoolmate relations) in Korean classical Chinese education of the Junior high school. To achieve the purpose of study, the following problems were formulated. First, Which is more effective in academic achievement on the traditional teaching method or the affective teaching method which emphasized the affective domain along with the traditional teaching method in Korean classical Chinese education of the Junior high school? Second, Which is more effective in the affective domain on the traditional teaching method or the affective teaching method which emphasized the affective domains along with the traditional teaching method in Korean classical Chinese education of the Junior high school? Third, When the effective teaching method which emphasized the affective domain along with the traditional teaching methods was applied to the experimental group, which is more affective in the affective domain on the low, middle or high academic achievement group according to the difference of the academic achievement? And, for attaining the purpose of study, the classes were divided into two groups, experimental group and control group. The traditional teaching method was applied to the control group, but the affective teaching method which emphasized the affective domain along with the traditional teaching method was applied to the experimental group. The questionnaire by Likert measurement as a test method was used. The respondence from the questionnaire were processed in SPSS/WIN 10.0. On the basis of the study results, we found that the affective teaching method was more effective than traditional teaching method for increasing the student's academic achievement and growing the student's affective domain such as practical attitudes for living, learning attitudes, self-esteem and schoolmate relation. Thus this study suggests that the affective teaching method in Korean classical Chinese education should be promoted as a means of the formating student's sound view of value and warm human nature from elementary school. 본 연구는 중학교 3학년 남녀학생들에게 건전한 가치관과 올바른 인성을 길러 주기 위해 정의적 영역이 부가된 한문과 수업을 하고 이 수업으로부터 정의적 영역과 학업성취도에 어느 정도 영향이 있는지를 실증적으로 밝혀내고자 하는데 그 목적이 있다. 이를 위해 가설설정과 함께 중학교 3학년한문교과서에서 정의적 학습요소를 추출하여, 이를 수업에 적용하였으며, 정의적 영역 전체 및 각 영역별 성별효과와 학업성적차이에 따른 학습효과를 나누어 살펴보았다. 표본은 중학교 3학년 남녀공학 2개 학급을 대상으로 각각 실험집단과 통제집단으로 나누어 진행하였다. 연구 결과, 학업성취도에 미치는 효과에서는 실험집단이 통제집단보다 학업성취도 사후검사 평균점수가 4.3294점 더 높게 나타났다. 정의적 영역 전체에 미치는 효과에서는 실험집단만 통계적으로 유의미한 차이가 있는 것으로 나타났으며, 성별효과에서는 실험집단 남학생만 통계적으로 유의미한 효과가 있는 것으로 나타났다. 각 영역별로 한문에 대한 學習態度 전체 효과에서는 두 집단 모두 통계적으로 유의미한 차이가 있는 것으로 나타났으며, 성별효과에서는 실험집단 여자만 통계적으로 유의미한 차이가 있는 것으로 나타났다. 自我尊重感 전체 효과에서는 두 집단 중 실험집단만 통계적으로 유의미한 차이가 있는 것으로 나타났으며, 성별효과에서는 두 집단 모두 통계적으로 유의미한 차이가 없는 것으로 나타났다. 生活態度와 交友關係 전체 및 성별효과에서는 두 집단 모두 통계적으로 유의미한 차이가 없는 것으로 나타났다. 학업성적 차이에 따라 정의적 영역 전체 및 남녀별로 미치는 효과에서는 각 집단간 통계적으로는 유의미한 차이가 없는 것으로 나타났지만, 전체 효과에서 상위성적집단이 더욱 긍정적인 효과가 있는 것으로 나타났으며, 성별효과에서도 남녀 모두 상위성적집단이 제일 효과가 크게 나타났다. 따라서 학업성취도와 학업성적차이를 고려하지 않은 정의적 영역에 미치는 효과에서는 실험집단 학생들이 통제집단 학생들보다 더욱 긍정적인 효과가 있는 것으로 나타났으며, 성별효과에서는 여학생보다 남학생들이 더욱 긍정적인 효과가 있는 것으로 나타났다. 그리고 학업성적차이를 고려한 정의적 영역 전체 및 성별효과에서는 학업성적이 하위 및 중위성적집단보다 상위성적집단이 제일 효과가 크게 나타났다.

학생의 정의적 성취 신장을 위한 수학교육 개선 방향 탐색

이화영 ( Lee Hwayoung ),고호경 ( Ko Ho Kyoung ),박지현 ( Park Ji Hyun ),오세준 ( Oh Se Jun ),임미인 ( Lim Miin ) 한국수학교육학회 2022 수학교육 Vol.61 No.4

It has been alerted that Korean students' mathematical affective achievement is very low. In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects. Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students’ math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement. Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated. Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.

TIMSS 결과에 나타난 수학 및 과학 정의적 태도와 성취도의 관계

김경희,서민희,이빛나 한국교육평가학회 2022 교육평가연구 Vol.35 No.4

For the past 20 years, Korea has shown a very low level of affective attitude in math and science despite high academic achievement scores in international academic achievement evaluations such as PISA or TIMSS. To identify patterns of affective attitudes in math and science, we compared the relationship between affective attitudes and academic achievement through comparisons of high-performing countries. Also, we conducted latent profile analysis on affective attitudes in math and science and investigated the relationship between latent profile and academic achievement. We used cohort data for 4th and 8th graders to compare changes across grades. The results are as follows. First, affective attitudes and academic achievement were positively correlated in all countries, but high-performing countries had very low affective attitudes. Second, according to the results of the latent profile on affective attitudes in math and science, the 4th graders were derived on the basis of positive attitudes, whereas the 8th graders were derived on the basis of negative attitudes. Third, students who belonged to a group with high affective attitudes showed high academic achievement for all graders in Korea. Lastly, educational implications for improving affective attitudes in math and science were proposed.

부모의 문화자본이 초등학생 수학 학업성취도에 미치는 영향: 정의적 특성의 매개효과를 중심으로

김민희,김한성 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.21

Objectives This study aims to verify the effects of parents' cultural capital and students’ affective characteristics on mathematics achievement, particularly the mediating effect of affective characteristics between cultural capi tal and math achievement. Methods This study analyzed Trends in International Mathematics and Science Study(TIMSS) 2019 data of 4,637 Korean 4th-grade students, focusing on their math achievement and background responses. The main variables utilized are parents’ cultural capital (duration of extra lessons, number of books owned, parents’ education level), students' affective characteristics (interest, confidence), and achievement data. Descriptive analysis, correlation analysis, and confirmatory factor analysis were conducted to validate the data's appropriateness for analysis. Hierarchical multiple regression analysis was then conducted to verify the mediating effect of students’ affective characteristics between parents' cultural capital and achievement. Results First, parents’ cultural capital had a positive effect on students’ interest and confidence in math. Second, students’ interest showed a negative effect on achievement, while confidence had a positive effect. Third, pa rents’ cultural capital positively influenced both interest and confidence, but it only explained a relatively small por tion of the variation. Fourth, interest and confidence showed partial mediating effects between parents’ cultural capital and achievement. Conclusions Parents’ cultural capital can affect elementary school students’ academic achievement both directly and indirectly, with affective characteristics playing a mediating role. This study not only identifies specific path ways through which parents’ cultural capital impacts students’ achievement but also suggests a recommendation for educational changes to improve students’ affective characteristics.

초등학교 교사와 학생이 인식한 수업의 질과 학생의 정의적 성취 간의 관계 : 다층구조방정식 모형의 적용

김동욱,손원숙 부산대학교 과학교육연구소 2025 교사교육연구 Vol.64 No.1

본 연구의 주요 목적은 교사와 학생이 인식한 수업의 질이 학생의 정의적 성취에 미치는 영향을 분석하 는 것이다. 연구대상으로 D광역시와 G도의 10개 시․군 소재 19개 초등학교 71개 학급의 담임교사 71명과 학생 1,512명을 선정하여 연구에 활용하였고 학생이 담임교사의 학급에 속한 자료의 위계적 속성을 고려하여 변인 간 구조적 관계분석은 다층구조방정식 모형을 적용하였다. 수업의 질 척도는 교사와 학생 수준 모두에서 측정 하였고, 하위요인은 교사지지, 학급경영 및 학생중심수업으로 교사와 학생이 인식한 수업의 질은 학생의 수업 흥미와 학업참여 등 정의적 성취에 긍정적인 영향을 미칠 것으로 가정하였다. 한편 교사가 인식하는 수업의 질 은 교사 개인 특성의 영향을 받을 것으로 보고, 교사 전문성이나 수업의 질 연구에서 대표적으로 다루어지는 교사효능감과 교사열정을 영향요인으로 설정하였다. 학생의 정의적 성취는 각 수준에서 관찰변수를 공유하는 이중 잠재 변인(doubly latent variable; Lüdtke et al., 2011)으로 설정하여 수업의 질이 학생 및 교사(학급) 등 각 수준에서의 정의적 성취에 미치는 영향을 파악하였다. 연구결과 첫째, 학생이 인식한 수업의 질 즉, 학급경영과 교사지지는 수업흥미 및 학업참여에 정적인 직접효과, 그리고 학생중심수업을 매개로한 간접효과가 모두 유의 하였다. 다만, 학생이 인식한 교사지지는 학업참여에 유의한 직접효과를 보이지 않았다. 둘째, 교사가 인식하는 수업의 질은 학생의 정의적 성취에 유의한 영향이 나타나지 않았다. 셋째, 교사수준에서 교사효능감은 교사지 지와 학생중심수업에 정적 영향이 나타났고, 교사열정은 학생중심수업에 정적 영향을 보이지만 교사지지나 학 급경영에 미치는 영향은 유의하지 않았다. 마지막으로 수업의 질을 판단하기 위하여 교사와 학생의 인식을 상 호보완적으로 활용할 필요성을 강조하고, 학생의 정의적 성취 향상을 돕는 수업의 개선 방향을 논의하였다. The primary purpose of this study was to analyze the impact of elementary school teacher- and student-perceived instructional quality on students' affective achievement. The study involved 71 homeroom teachers and 1,512 students from 71 classes in 19 elementary schools located in 10 cities and counties in D Metropolitan City and G Province. Considering the hierarchical nature of the data, a multilevel structural equation model was applied to examine the structural relationships among variables. Instructional quality was measured at both the teacher and student levels and consisted of three sub-factors: teacher support, classroom management, and student-centered instruction. It was hypothesized that instructional quality, as perceived by both teachers and students, would positively influence students’ affective achievement, including interest in lessons and academic engagement. Additionally, teacher-perceived instructional quality was assumed to be influenced by teacher characteristics, with teacher efficacy and teacher enthusiasm included as key predictors, as they are commonly examined in research on teacher expertise and instructional quality. Students' affective achievement was modeled as a doubly latent variable (Lüdtke et al., 2011), sharing observed indicators across levels to examine the impact of instructional quality on affective achievement. The findings revealed several key insights. First, the quality of the instruction as perceived by the students, specifically classroom management and teacher support, showed significant direct effects on academic interest and engagement, as well as indirect effects through student-centered instruction as a mediator. However, teacher support, as perceived by the students, did not show a significant direct effect on academic engagement. Second, teacher-perceived instructional quality did not significantly influence students’ affective achievement. Third, teacher efficacy positively influenced teacher support and student-centered instruction, while teacher enthusiasm positively influenced student-centered instruction but had no significant effect on teacher support or classroom management. Finally, the study emphasizes the necessity of utilizing teachers' and students' perceptions complementarily to assess the quality of instruction. Additionally, it discusses directions for improving instruction to enhance students' affective achievement.

경제수업에서 활용한 교수학습방법의 효과 메타분석 : 인지ㆍ정의적 영역의 종합

서봉언,박상은 한국경제교육학회 2019 경제교육연구 Vol.26 No.3

As a follow-up study of Park and Seo(2018), the purpose of this study was to comprehensively examine the effect size of teaching methods used in economic classes on cognitive (economic literacy) and affective achievement. The results of the study are as follows. First, although the effect of teaching methods used in economic classes contributed to the improvement of the affective and cognitive areas of students was quite heterogeneous, the overall effect size was high. Second, the difference in the size of effectiveness of teaching methods used in economic classes was not significant, while the 'newspapers' method was most effective in affective achievement and the 'ICT' method was most effective in cognitive achievement. Third, looking at school level differences, there were no statistically significant differences in the affective achievement, significant differences in cognitive performance were found, and the meta-regression analysis found that the lower the age, the greater the effectiveness on cognitive achievement. This study is meaningful in that it has identified the impact on cognitive and affective achievement of teaching methods used in economic classes through research accumulated in the field of economic education. 본 연구는 박상은ㆍ서봉언(2018)의 후속연구로써 경제수업에서 활용한 교수학습방법이 인지적 성취(경제이해력)와 정의적 성취에 미치는 효과크기를 종합적으로 고찰하고자 하였다. 본 연구의 결과는 다음과 같다. 첫째, 경제수업에서 활용한 교수학습방법이 학생의 인지ㆍ정의적 영역 향상에 기여하는 효과가 상당히 이질적이지만 전체 효과크기가 보통 수준 이상으로 나타났다. 둘째, 경제수업에서 활용한 교수학습방법의 효과크기 차이는 통계적으로 유의하지 않지만 대부분 인지ㆍ정의적 성취에 효과적이었으며, 정의적 성취에는 ‘신문’이 인지적 성취에는 ‘ICT’ 방법이 가장 효과적이었다. 셋째, 학교급 차이를 살펴보면, 정의적 성취에는 통계적으로 유의한 차이가 없었고 인지적 성취에는 유의한 차이가 발견되었으며 메타회귀분석 결과 연령이 낮을수록 효과가 큰 것으로 확인되었다. 본 연구는 경제교육 분야에서 축적된 연구물을 통해 경제수업에서 활용한 교수학습방법이 인지ㆍ정의적 성취에 미치는 영향을 종합적으로 확인하였다는 데 의의가 있다.

이공계 고등학생들의 과학 학습 경험의 의미 탐색: 인지적·정의적 성취 유형에 따른 공통점과 차이점을 중심으로

정수임,신동희 이화여자대학교 교과교육연구소 2018 교과교육학연구 Vol.22 No.3

This study analyzed the science learning experiences of science and engineering track high school students according to 4 types of achievement that combine cognitive and affective achievement. We also discuss the implications to science education that promote diversity and stable career adaptation among students entering into science and engineering career course with various motivations. Based on their academic and affective achievement scores, 308 second year high school students were classified into 4 achievement types. We selected 33 science and engineering course students and interviewed them about their science learning experiences. In the interview data, 1,212 meaningful scenes were selected and narrowed down into 74 concepts, 17 subcategories, and 8 categories. The results showed that the students’ concept of ‘science’ in their real life context was different from that of science in school contexts, and the degree of cognitive and affective achievement was changed according to the students' response patters of reducing this gap. Experiences that have the greatest influence on the overall science learning experience involved evaluations, and the learning strategies that prepared them varied depending on their achievement type. Differences by types were clearly contrasted with types between high and low cognitive achievement, and there were differences by types of affective achievement. The results of this study suggest the followings: profiling science learning experiences for understanding various students, providing a science curriculum that bridges everyday life and school science, presenting prospects of various science and engineering occupations, and reconceptualizing the meaning of educational evaluation. 이 연구는 인지적 성취와 정의적 성취를 조합한 4가지 성취 유형에 따라 이공계 고등학생들이 경험하는 과학 학습의 의미를 분석했다. 이로써 다양한 동기로 진로에 진입한 학생들의 안정적 진로 적응과 학생의 다양성을 고려하는 과학 교육 측면의 시사점을 고찰했다. 고등학교 2학년 학생 308명의 학업 성취도와 정의적 성취도를 분석해서 4가지 성취 유형으로 분류했다. 이들 중 이공계 학생 33명을 선정해서 과학 학습 경험을 주제로 면담을 진행했다. 면담 자료에서 선정된 장면은 1,212개였고 이를 74개의 개념, 17개의 하위 범주, 8개의 범주로 좁혀나갔다. 분석 결과 학생들이 일상생활에서 형성한‘과학’에 대한 개념은 학교에서 경험하는 학교 과학과 달랐고, 이러한 괴리감을 줄여가는 학생들의 대응 양상에 따라 인지적·정의적 성취 정도가 달라졌다. 과학 학습 경험 전반에 가장 큰 영향을 미치는 경험은 평가였고 이에 대비하려는 학습 전략은 성취 유형에 따라 달랐다. 유형 별 차이는 주로 인지적 성취가 높은 유형과 낮은 유형에서 뚜렷하게 대비되었고, 정의적 성취도 유형 별 차이가 나타났다. 연구 결과 시사점으로 다양한 학생 이해를 위한 과학 학습 경험 프로파일링 활용, 일상과 학교 과학의 경계 넘는 과학 교육과정 제공, 다양한 이공계 직업에 대한 전망 제시, 교육적 평가 의미 제고 등을 제안했다.

The Analysis of Students’ Responses to Affective Domains and Their Achievement in NAEA English by Using Motivation Theory

Sang Bok Park 한국응용언어학회 2020 응용 언어학 Vol.36 No.3

The purpose of this study was to analyze the middle school students’ responses to affective domains in English of the 2018 National Assessment of Educational Achievement (NAEA) by using the attribution theory. The purpose of the study was threefold. The first was to examine the relationship between students’ responses of affective domains and their educational achievement. The second was to examine how students’ responses to the affective domains can be interpreted by using the motivation theory. The final purpose was to identify approaches toward enhancing students’ affective characteristics in terms of motivation. As a data source, this study used the ‘2018 NAEA results: middle school’ published by the Korea Institute for Curriculum and Evaluation (KICE) in 2019. The students’ responses to the 16 survey questions of affective domains and their scores in the 2018 NAEA English subject were statistically analyzed and reinterpreted in terms of the three factors of attribution: locus, stability and controllability. Based on the outcome of the analysis, this study interprets how to understand students’ responses to affective domains and suggests approaches toward enhancing students’ affective characteristics in terms of motivation.