시간에 따른 중학생의 독서태도, 독서습관, 독서시간과 국어성취도와의 관계 = A Longitudinal Study of the Correlates among Reading Attitudes, Reading Behaviors, Time Spent on Reading, and Korean Reading Achievements of Middle School Students

다국어 초록 (Multilingual Abstract)

This study investigated the relationship between reading attitudes, reading habits, gender, and educational aspirations on middle school students' Korean achievement scores over a three-year span using the Korea Educational Longitudinal Study 2005 (KELS2005). Using a two-level growth modeling in which time points (level-one) are nested within individuals (level-two), this study assessed the effects of both time varying variables, such as reading attitudes, reading behaviors, time spent for
reading, private tutoring experiences, internal motivation, and Korean self-efficacy and individual characteristics, such as gender and educational aspirations on Korean achievements over time. The results of the analysis showed that the linear effect of time on Korean achievement surpassed the effects of the rest of the variables. Female students achievement scores were higher than males over three time points. After the linear effect, the effects of gender was the largest, and then followed reading habits. However, the effects of the time spent on reading was not statistically significant, which may be ascribed to moderately high correlations between time spent on reading, reading behavior and reading attitudes.

국문 초록 (Abstract)

본 연구에서는 한국교육종단연구2005(KELS2005) 자료를 사용하여 3년 동안의 중학생의 독서태도, 독서습관, 학업목표와 국어교과 성취도와의 관계를 살펴보았다. 시간 변인(1수준)이 아동(2수준)에 내재된 제2수준 성장모형을 사용하였다. 시간에 따라 변화하는 독서태도, 독서습관, 독서시간, 사교육 여부, 내재적 동기, 국어교과 효능감을 제1수준에 사용하였으며, 제2수준에는 성별 및 학업목표를 사용하였다. 분석결과, 학업성취도에 있어서 시간효과(선형효과)가 가장 컸으며, 그 다음으로는 성별, 그리고 독서습관으로 나타났다. 여학생은 남학생에 비해 성취도가 높았다. 그러나 독서시간은 통계적으로 유의하지 않았으며, 그 이유로는 독서시간이 독서태도 및 독서습관과의 대체적으로 높은 상관관계에 기인한다고 볼 수 있겠다.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 선행연구
• 1. 독서태도, 독서 동기, 효능감, 독서 성취도
• Ⅲ. 연구방법
• 1. 연구대상
• 2. 측정도구
• 3. 분석방법
• Ⅳ .결과
• Ⅴ. 결론 및 논의

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