형성적 피드백 과정에서 피드백 환경의 역할 탐색 = An exploratory investigation into the role of the Feedback Environment on the Formative feedback process

국문 초록 (Abstract)

본 연구의 목적은 형성적 피드백, 기본심리욕구, 학업참여의 구조적 관계로 설정된 형성적 피드백 과정에서 피드백 환경이 어떻게 기능하는지 탐색하는 데 있다. 피드백 환경은 일상의 비형식적 상호작용까지 포함하는 피드백 처리 과정의 맥락 요인으로 학생의 피드백 수용과 활용에 중요한 영향을 미치는 피드백 지향적 문화를 뜻한다. 본 연구에서는 이러한 피드백 환경의 긍정적 효과를 경험적으로 검증하기 위해 두 개의 분석 모형을 설정하여 피드백 환경이 형성적 피드백 과정에 미치는 직, 간접적 효과와 조절효과를 확인하였다. 이를 위해 D지역의 3개교 10개 학급에서 수집된 고등학생 196명의 데이터로 구조방정식모형 분석을 실시하였다. 분석결과 첫째, 피드백 환경은 형성적 피드백 과정에 유의한 직, 간접적 효과를 나타냈다. 둘째, 피드백 환경은 형성적 피드백 과정에서 통계적으로 유의한 조절 및 조절된 매개효과를 나타냈다. 즉, 피드백 환경을 긍정적으로 인식할수록 형성적 피드백이 기본심리욕구에 미치는 직접효과와 기본심리욕구를 매개로 학업참여에 미치는 간접효과가 강화되었다. 마지막으로 본 연구를 논의하고 추후연구를 위한 제안을 추가하였다.

다국어 초록 (Multilingual Abstract)

The main purpose of this study was to explore how the feedback environment functions within the formative feedback process established by the structural relationships among formative feedback, basic psychological needs, and academic engagement. The feedback environment is a contextual aspect of the feedback process and the feedback-oriented culture that influences considerably the learner s acceptance of feedback and whether they reflect this in their behavior. To this end, two structure models were constructed to confirm the direct, indirect effects and the moderation effects of the feedback environment on the formative feedback process. For this study, 196 high school students collected from 10 classes in three schools in D district of Korea were analyzed for the structural equation models. The results are as follows. First, the positive effects of the feedback environment on perceived formative feedback, basic psychological needs, and academic participation were confirmed. Specifically, the feedback environment directly increased the student s perception of formative feedback, and by partial mediating the formative feedback, it showed a indirect effect on the basic psychological needs. In addition, the feedback environment indirectly increased the academic engagement by complete mediating the formative feedback and basic psychological needs respectively or dually. Second, the feedback environment significantly moderated the effects of formative feedback on basic psychological needs and academic engagement. The higher the level of feedback environment, the stronger direct effect on basic psychological needs and indirect effect on academic engagement. Finally, the educational implications of the results were discussed.

목차 (Table of Contents)

• Ⅰ. 서론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 Ⅳ. 연구결과 Ⅴ. 요약 및 논의

참고문헌 (Reference)

1 추헌택, "한국판 학업참여 척도(UWES-S)의 타당화" 한국교육평가학회 24 (24): 897-920, 2011

2 허희옥, "학습자의 학업적 자기조절, 집단효능감과 교수자의 스캐폴딩이 프로젝트학습의 학습참여 및 학업성취에 미치는 영향" 교육과학연구소 47 (47): 99-123, 2016

3 허예빈, "학생이 지각한 교사의 자율성 지지와 자기주도 학습능력 간의 관계에서 기본심리욕구의 매개효과" 한국교육심리학회 26 (26): 1075-1096, 2012

4 김재욱, "초중등 학생용 피드백 환경 척도(K-FESS)의 타당화" 한국교육과정평가원 23 (23): 203-227, 2020

5 이빛나, "초등교사의 형성적 피드백이 학생의 기본심리욕구와 수업참여에 미치는 영향: 교사-학생 관계의 조절효과" 한국교육평가학회 30 (30): 123-143, 2017

6 황영희, "중학생이 지각한 피드백 환경과 학업동기 및 피드백 구하기가 인지 및 정의적 성취에 미치는 영향: 자기성찰의 매개효과" 한국교육과정평가원 23 (23): 229-248, 2020

7 손원숙, "중등 예비교사용 평가인식 척도 타당화 및 지각된 피드백 환경과 평가전문성과의 관계 분석" 한국교육평가학회 33 (33): 23-48, 2020

8 이명희, "자기결정성이론에 근거한 한국형 기본 심리 욕구 척도 개발 및 타당화" 한국사회및성격심리학회 22 (22): 157-174, 2008

9 백남진, "역량 기반 교육과정의 이해와 설계" 교육아카데미 2016

10 Little, T. D., "Why the items versus parcels controversy needn’t be one" 18 (18): 285-, 2013

11 Wiliam, D., "What is assessment for learning?" 37 (37): 3-14, 2011

12 Hattie, J., "The power of feedback" 77 (77): 81-112, 2007

13 Lipnevich, A. A., "The handbook of human and social conditions in assessment" Routledge 169-185, 2016

14 Yang, M., "The feedback triangle and the enhancement of dialogic feedback processes" 18 (18): 285-297, 2013

15 Steelman, L. A., "The feedback environment scale : Construct definition, measurement, and validation" 64 (64): 165-184, 2004

16 Whitaker, B. G., "The development of a feedback environment and role clarity model of job performance" 33 (33): 570-591, 2007

17 OECD, "The definition and selection of key competencies: Executive summary"

18 De Corte, E., "The CLIA-model : A framework for designing powerful learning environments for thinking and problem solving" 19 (19): 365-384, 2004

19 Dignath, C., "Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes-insights from video-based classroom observations and teacher interviews" 13 (13): 127-157, 2018

20 Schroeder, S., "Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures" 21 (21): 403-415, 2011

21 Perry, N. E., "Talking about teaching self-regulated learning : Scaffolding student teachers’ development and use of practices that promote self-regulated learning" 47 (47): 97-108, 2008

22 Alsaleem, S., "Supervisory Support and Feedback Environment as Contextual Determinants of the Frequency of Feedback-Seeking" The George Washington University 2017

23 Marsh, H. W., "Structural equation models of latent interactions : evaluation of alternative estimation strategies and indicator construction" 9 (9): 275-, 2004

24 Wen, Z., "Structural equation models of latent interactions : An appropriate standardized solution and its scale-free properties" 17 (17): 1-22, 2010

25 Zimmerman, B. J., "Self-efficacy : An essential motive to learn" 25 (25): 82-91, 2000

26 Fredricks, J. A., "School engagement : Potential of the concept, state of the evidence" 74 (74): 59-109, 2004

27 박민애, "Rasch 평정척도모형을 통한 학습을 위한 평가 척도(AFL-Q)의 단축형 개발 및 타당화" 한국교육평가학회 31 (31): 411-434, 2018

28 Kline, R. B., "Principles and practice of structural equation modeling" Guilford publications 2015

29 Roeser, R. W., "Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school : The mediating role of goals and belonging" 88 (88): 408-, 1996

30 Vansteenkiste, M., "Motivational profiles from a self-determination perspective : The quality of motivation matters" 101 (101): 671-688, 2009

31 McMillan, J. H., "Handbook of Human and Social Conditions in Assessment" Routledge 221-243, 2016

32 Sadler, D. R., "Formative assessment and the design of instructional systems" 18 (18): 119-144, 1989

33 Shute, V. J., "Focus on formative feedback" 78 (78): 153-189, 2008

34 London, M., "Feedback orientation, feedback culture, and the longitudinal performance management process" 12 (12): 81-100, 2002

35 Sparr, J. L., "Feedback environment and well-being at work : The mediating role of personal control and feelings of helplessness" 17 (17): 388-412, 2008

36 Jang, H., "Engaging students in learning activities : It is not autonomy support or structure but autonomy support and structure" 102 (102): 588-, 2010

37 Skinner, E., "Engagement and disaffection in the classroom : Part of a larger motivational dynamic?" 100 (100): 765-781, 2008

38 Pat-El, R., "Effects of formative feedback on intrinsic motivation : Examining ethnic differences" 22 (22): 449-454, 2012

39 CCSSO, "Distinguishing formative assessment from other educational assessment labels"

40 Lombaerts, K., "Development of the self-regulated learning teacher belief scale" 24 (24): 79-96, 2009

41 Carless, D., "Developing sustainable feedback practices" 36 (36): 395-407, 2011

42 Dignath, C., "Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level" 3 (3): 231-264, 2008

43 Black, P., "Assessment and classroom learning. Assessment in Education : principles" 5 (5): 7-74, 1998

44 Hayes, A. F., "An index and test of linear moderated mediation" 50 (50): 1-22, 2015

45 Yan, Z., "A cyclical self-assessment process : towards a model of how students engage in self-assessment" 42 (42): 1247-1262, 2017