학교급과 지각된 유능감 수준에 따른 영어교과 수업참여와 학업성취에 대한 흥미와 유용성의 상대적 예측력 비교

국문 초록 (Abstract)

이 연구에서는 수업참여와 학업성취에 대한 흥미와 유용성의 상대적 예측이 학교급에 따라 어떻게 달라지는지 비교하고자 하였다. 이와 더불어 변인 간의 관계가 지각된 유능감의 수준에 따라서 달라지는지 그 양상 또한 확인하고자 하였다. 연구에 사용된 자료는 국가수준 학업성취도 평가 자료 중 영어 교과목에 대한 학생설문 자료와 학업성취도 평가 자료이다. 국가수준 학업성취도 평가 자료는 전국 초등학교 6학년과 중학교 3학년 중 1% 그리고 고등학교 1학년 중 3%를 대상으로 수집되었으며, 최종 표본 수는 30,474명이다. 이 중, 초등학생은 7,946명, 중학생은 6,252명, 고등학생은 16,276명이었다. 연구 결과, 모든 학교급에 걸쳐 수업참여를 높이는 데에는 내재적 가치인 흥미가 중요한 역할을 한다는 것을 알 수 있었다. 뿐만 아니라 학생들은 흥미를 느낌으로써 수업에 참여하게 되고 이를 통해서 학업성취를 달성하는 것으로 나타났다. 반면, 유용성은 수업참여를 거치지 않고도 학업성취를 직접적으로 높이며. 이러한 경향성은 상급 학교에서 더 강하게 나타났다. 또한 학업성취에 대한 수업참여의 예측은 상급 학교에서 더 작게 나타났다. 유용성과 수업참여가 학업성취를 예측하는데 있어서 이러한 학교급별 차이는 특히 지각된 유능감이 높은 학생에게서 더 두드러지는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

We investigated how students` interest and perceived utility value would differently predict their classroom engagement and achievement across different grade levels. We also tested how students` perceived competence would moderate these predictive relationships. Survey data and achievement scores were obtained from National Assessment of Educational Achievement (NAEA) database, and were specifically focused on English domain. The NAEA date includes samples of 6th grader. 9th grader, and 10th grader from all over the country. Our final sample was 30,474 students including 7,946 6th graders, 6,252 9th graders, and 16,276 10th graders. The results indicated that interest, which represents an intrinsic value, strongly predicted classroom engagement. Moreover, interest also indirectly predicted achievement through classroom engagement. In contrast, perceived utility value directly predicted achievement. In addition, we found that the predictive power of classroom engagement on achievement decreased as the grade level rose. Multiple group comparisons further revealed that such decline was more pronounced among those high competence students. Educational implications were discussed.

참고문헌 (Reference)

1 김성일, "한국 학생의 학업에 대한 흥미: 실태, 진단 및 처방" 한국문화및사회문제심리학회 14 : 187-221, 2008

2 임효진, "중고생의 영어 및 과학교과 흥미의 변화와 영향요인 분석" 한국교육학회 50 (50): 151-175, 2012

3 윤미선, "중·고생의 교과흥미 구성요인 및 학업성취와의 관계" 한국교육심리학회 17 (17): 271-290, 2003

4 소연희, "수업에 대한 자율성 지각과 다중지능 및 교과흥미가 학업성취에 미치는 영향" 한국아동교육학회 18 (18): 5-18, 2009

5 박 정, "국가수준 학업성취도 평가: 기술보고서" 한국교육과정평가원 2006

6 Vansteenkiste, M., "What is the usefulness of your schoolwork? : The differential effects of intrinsic and extrinsic goal framing on optimal learning" 7 : 155-163, 2009

7 Wigfield, A., "Transitions during early adolescence : Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school" 27 : 552-565, 1991

8 Flowerday, T., "The role of choice and interest in reader engagement" 72 : 93-114, 2004

9 Harter, S., "The relationship between perceived competence, affect, and motivational orientation within the classroom: Processes and patterns of change, In Achievement and motivation: A social-developmental perspective" Cambridge University Press 77-114, 1989

10 Cox, A. E., "The influence of task value, expectancies for success, and identity on athletes’ achievement behaviors" 16 : 103-117, 2004

11 Hulleman, C. S., "The importance of utility value in predicting interest and performance in academics and sports" 100 : 398-416, 2008

12 Hidi, S., "The four phase model of interest development" 41 : 111-127, 2006

13 Kaplan, A., "The effect of achievement goals: Does level of perceived academic competence make a difference?" 22 : 415-435, 1997

14 Wigfield, A., "The development of achievement task values : A theoretical analysis" 12 : 265-310, 1992

15 Marks, H. M., "Student engagement in instructional activity : Patterns in the elementary, middle, and high school years" 37 : 153-184, 2000

16 Newmann, F. M., "Student engagement and achievement in American secondary schools" Teachers College Press 1992

17 Eccles, J. S., "Sex differences in achievement : A test of alternate theories" 46 : 26-43, 1984

18 Finn, J. D., "School engagement and students at risk" National Center for Education Statistics 1993

19 Fredricks, J. A., "School Engagement : Potential of the concept, state of the evidence" 74 : 59-109, 2004

20 Bong, M., "Role of self-efficacy and task value in predicting college students’ course enrollments and future enrollment intentions" 26 : 553-570, 2001

21 Chouinard, R., "Relations among competence beliefs, utility value, achievement goals, and effort in mathematics" 77 : 501-517, 2007

22 Kline, R. B., "Principles and practice of structural equation modeling" Guilford 2011

23 Meece, J. L., "Predictors of math anxiety and its consequences for young adolescents’ course enrollment intentions and performances in mathematics" 82 : 60-70, 1990

24 Cole, J. S., "Predicting student achievement for low stakes tests with effort and task value" 33 : 609-624, 2008

25 Greene, B. A., "Predicting high school students’ cognitive engagement and achievement : Contributions of classroom perceptions and motivation" 29 : 462-482, 2004

26 Eccles, J. S., "Motivational beliefs, values, and goals" 53 : 109-132, 2002

27 Vansteenkiste, M., "Less is sometimes more : Goal content matters" 96 : 755-764, 2004

28 Anderman, E. M., "Learning to value mathematics and reading : Relations to mastery and performance-oriented instructional practices" 26 : 76-95, 2001

29 Ryan, R. M., "Intrinsic and extrinsic motivations : Classic definitions and new directions" 25 : 54-67, 2000

30 Ainley, M., "Interest, learning, and the psychological processes that mediate their relationship" 94 : 545-561, 2002

31 Krapp, A., "Interest, learning and development, In The role of interest in learning and development" Erbaum 3-25, 1992

32 Schiefele, U., "Interest as a predictor of academic achievement: A meta-analysis of research, In The role of interest in learning and development" Lawrence Erlbaum 183-212, 1992

33 Renninger, K. A., "Individual interest as context in expository text and mathematical word problems" 12 : 467-491, 2002

34 Leondari, A., "Implicit theories, goal orientations, and perceived competence : Impact on students' achievement behavior" 39 : 279-291, 2002

35 Denissen, J. J. A., "I like to do it, I'm able, and I know I am : Longitudinal couplings between domain-specific achievement, self-concept, and interest" 78 : 430-447, 2007

36 Greene, B. A., "Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes" 40 : 421-458, 1999

37 Eccles, J. S., "Gender roles and women’s achievement-related decisions" 11 : 135-172, 1987

38 Wigfield, A., "Expectancy-value theory of achievement motivation : A developmental perspective" 6 : 49-78, 1994

39 Eccles, P. J., "Expectancies, values, and academic behaviors, In Achievement and Achievement Motives" Freeman 75-146, 1983

40 Hulleman, C. S., "Enhancing interest and performance with a utility value intervention" 102 : 880-895, 2010

41 Miller, R. B., "Engagement in academic work : The role of learning goals, future consequences, pleasing others, and perceived ability" 21 : 388-422, 1996

42 Durik, A. M., "Different strokes for different folks : How individual interest moderates the effects of situational factors on task interest" 99 : 597-610, 2007

43 Watt, H. M. G., "Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th-through 11th-grade Australian students" 75 : 1556-1574, 2004

44 Hu, L., "Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives" 6 : 1-55, 1999

45 Harackiewicz, J. M., "Competence, achievement orientation, and intrinsic motivation : A process analysis" 48 : 493-508, 1985

46 Butler, R., "Competence assessment, competence, and motivation between early and middle childhood, In Hand book of competence and motivation" The Guilford Press 202-221, 2005

47 Fredricks, J. A., "Children’s competence and value beliefs from childhood through adolescence : Growth trajectories in two male-sex-typed domains" 38 : 519-533, 2002

48 Wigfield, A., "Children's competence beliefs, achievement values, and general self-esteem change across elementary and middle school" 14 : 107-138, 1994

49 Miserandino, M., "Children who do well in school : Individual differences in perceived competence and autonomy in above-average children" 88 : 203-214, 1996

50 Wigfield, A., "Change in children's competence beliefs and subjective task values across the elementary school years : A 3-year study" 89 : 451-469, 1997

51 Browne, M. W., "Alternative ways of assessing model fit, In Testing structural equation models" Sage 136-162, 1993

52 Skinner, E. . A., "A motivational perspective on engagement and disaffection : Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom" 69 : 493-525, 2009