저소득층 아동의 인지와 사회-정서 발달이 읽기와 수학능력에 미치는 종단적 효과 = Longitudinal Effects of Cognitive and Social-emotional Development on Reading and Math Achievement in the Children from Low-income Background

국문 초록 (Abstract)

본 연구는 저소득층 아동들의 학교준비도가 시간이 경과함에 따라서 인지 및 사회-정서 발달과 이후 읽기와 수학성취에 어떠한 영향을 미치는지 규명하고자 구조방정식 모형을 통해 검증하였다. 종단연구 모형을 분석하기 위하여 본 연구는 유치원부터 초등학교 5학년까지의 미국 아동들의 종단적 자료(ECLS)를 사용하였으며 유치원, 3학년, 5학년의 세 시점에 모두 참여하고 빈곤수준 이하 수준의 생활환경에 살고 있는 1,730명의 아동들을 대상으로 하였다. 분석 결과, 인지적 준비도와 행동적 준비도가 읽기와 수학성취도 각각에 미치는 영향이 달라지며 자아-개념과 사회적 기술을 매개한 간접적 영향도 다르게 나타났다. 또한 사회적 기술과 자아-개념도 읽기와 수학성취에 다르게 영향을 미치는 것으로 나타났다. 본 연구의 결과는 학교준비도(인지적 준비도와 정서적 준비도)의 중요성을 타당화하고 이러한 학교준비도가 저소득층 아동들의 인지와 사회-정서 발달에 어떤 영향을 미치는지를 규명함으로써 장기적으로 저소득층 아동의 학교 적응과 성취를 증진하도록 돕기 위하여 학교 입학 전 학교준비를 시키는 개입 등에 대한 정보를 제공하는데 그 교육적 시사점이 있다.

다국어 초록 (Multilingual Abstract)

Previous research has shown that some low-income groups are at a disadvantage in terms of academic success when compared to high- income groups. Previous research has posited several explanations as to why the achievement gap still remains. The purpose of this study is to extend existing research on academic achievement by developing and testing a model of academic achievement (reading and math) in early elementary school students from low-income background. Using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K), findings from this study revealed that the relationship between cognitive and social-emotional development operated differently for subject achievement. By identifying the cognitive and social-emotional development that may impede or facilitate student performance, educators could provide appropriate intervention for low-income students.

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