고등학생 수학불안 척도의 개발 및 타당화 연구

국문 초록 (Abstract)

본 연구의 목적은 수학에 대한 학습-평가 차원과 정동-인지 차원이 교차하는 2×2 연구모형에 기초하여 수학불안 척도를 개발하고 타당화하는 것이다. 이를 위해 본 연구에서는 각 하위요인별 문항을 제작하고 전라도와 경기도지역에 소재한 7개 일반계고등학교의 학생 510명을 대상으로 하여 자료를 수집하고, 문항 내적 일관성과 각 요인별 일차원성을 살펴본 후, 탐색적 요인분석과 확인적 요인분석을 통하여 척도의 양호도를 측정하였다. 확인적 요인분석 단계에서는 본 연구에서 제안된 연구모형을 논리적으로 성립 가능한 경쟁모형들과 비교하였으며, 다차원 척도법을 사용하여 제안된 요인구조를 공간적으로 시각화하였다. 또한, 척도의 준거타당도를 확인하기위해 수학불안과 관련된 실패에 대한 두려움간의 상관관계를 살펴보았으며, 수학불안의 하위요인들이 수학성취와 어떤 관련성이 있는지 살펴보았다. 분석결과, 본 연구에서 개발하고 타당화한 2×2의 수학불안척도는 신뢰도와 타당도 면에서 양호하며, 이론적으로 가능한 대안적 모형들보다 선호되는 적합한 모형인 것으로 확인되었다. 최근수학성취는 학습정동 불안과는 약한 부적관계를, 평가정동 불안과는 약한 정적관계를 보였으며, 실패에 대한 두려움은 수학불안의 각 하위요인과 모두 정적인 상관을 보였다. 연구의 결과가 함의하는 시사점과 후속 연구를 위한 제안점등을 제시하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to develop and validate a mathematics anxiety scale for high school students based on the 2(learning vs. evaluation)×2(cognitive vs. affective) dimensions of mathematics anxiety. The sample consisted of 510 students in 7 high schools. A total of 28 items were developed and examined for the internal consistency, uni-dimensionality of each factor, and four-factor structure of the scale. Next, a series of confirmatory factor analyses were conducted to confirm the 2×2 model, and to compare the proposed factor model with other alternative models. Finally, multidimensional scaling was used to visualize dissimilarities between factors on a 2-dimensional space. The results showed that the proposed 2×2 model was appropriate to represent the mathematics anxiety structure of the high school students, and that the 2×2 model was preferred over the other alternative models. In order to examine the criterion-related validity, the proposed 2×2 mathematics anxiety scale was correlated with fear of failure. In addition, the relationship between mathematics anxiety and prior achievement on mathematics was explored. Results showed that the affective-learning factor was negatively related to mathematics achievement while the affective-evaluation factor was positively related to math achievement. The correlations between all factors of mathematics anxiety and fear of failure were significant. Theoretical and practical implications for developing a valid mathematics anxiety scale were discussed with some limitations of the current study.

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