중학생의 성격특성 군집유형별 행동적 수업참여 수준에 영향을 미치는 변인 탐색 사례연구

다국어 초록 (Multilingual Abstract)

This study aimed to identify the individual variables that influence behavioral class engagement (categorized into responsive and proactive levels) as part of developing teaching and learning strategies to foster student initiative. Differences in gender, grade level, and personality traits were clustered based on learners' proactive attitudes, behaviors, and personality characteristics. Characteristics and variables influencing responsive and proactive engagement were then analyzed for each group. The analysis was conducted using the Windows version of the SPSS 27 statistical program, with t-test and ANOVA applied to analyze group differences. Cluster analysis was performed using K-means, and correlation and multiple regression analyses were also conducted.<BR/> The results showed that only openness, among the personality traits, exhibited significant differences across grade levels, while there were no significant differences by gender. Personality traits were clustered into three groups: academic-oriented, relationship-oriented, and non-oriented. There were statistically significant differences in proactive attitudes and behaviors among these groups, and in the case of behavioral class engagement variables, significant differences were observed only between the academic-oriented and non-oriented groups. The variables affecting behavioral class engagement according to the clusters were motivation, proactive execution, growth-mindset, responsive engagement, and proactive engagement behaviors. Based on the findings, instructional strategies were proposed to promote students' proactive class engagement, including the application of ARCS motivational theory and promoting a growth-mindset through mentoring andcoaching. This study is significant in that it distinguishes the level of students' behavioral class participation into responsive and proactive categories.