初等學生의 認知的·情意的 特性 및 學習支援 家庭環境과 學業成就의 關係 = Relationships among learner's cognitive and affective characteristics, home environment, and academic achievement in elementary school

국문 초록 (Abstract)

본 연구에서는 초등학교에서 학습자의 인지적 특성, 정의적 특성 및 학습지원 가정환경이 학업성취와 어떤 관계가 있는가를 분석해 보고자 하였다. 학업성취 관련 변인들과 교과별 학업성취와의 다중적 관계를 알아봄으로써 학업성취에 유의한 영향을 주는 변인이 무엇인가를 밝히고, 변인들의 학업성취에 대한 상대적 공헌도가 어떠한가를 규명하고자 하였다. 이러한 연구목적을 달성하기 위하여 다음과 같은 연구문제를 설정하였다.
1. 초등학생의 인지적 특성과 교과별 학업성취와의 관계는 어떠한가?
2. 초등학생의 정의적 특성과 교과별 학업성취와의 관계는 어떠한가?
2-1. 초등학생의 학업 자아개념과 교과별 학업성취와의 관계는 어떠한가?
2-2. 초등학생의 학교학습 태도와 교과별 학업성취와의 관계는 어떠한가?
3. 학습지원 가정환경과 교과별 학업성취와의 관계는 어떠한가?
4. 초등학생의 인지적·정의적 특성과 학습지원 가정환경 변인들의 학업성취에 대한 상대적 결정력은 어떠한가?
위 연구문제에서 인지적 특성의 하위변인은 선수학습, 기억력, 추론능력, 독해력이다. 정의적 특성으로는 학습자의 학업 자아개념의 하위변인들인 학교일반, 학업능력, 수업, 학업성취, 교과 자아개념과 학교학습 태도의 하위변인들인 학교, 학습, 교사, 교과에 대한 태도를 포함한다. 또한 학습지원 가정환경으로는 가정의 지적 흥미 조장, 학습동기 유발 조건, 부모의 기대, 친애정도, 자율성 보장을 포함한다.
연구대상 표집은 대전광역시에 있는 3개 초등학교 6학년 학생 533명(남 264, 여 269)이었다. 본 연구에 사용된 측정도구는 학업성취도 검사, 기억력 검사, 추론능력 검사, 독해력 검사, 학업 자아개념 검사, 학교학습 태도 검사, 학습지원 가정환경 검사였다. 수집된 자료는 SPSS 통계프로그램을 이용한 상관 분석과 중다회귀분석을 실시하였다. 본 연구를 통해 확인된 주요 연구 결과는 다음과 같다.
첫째, 초등학생의 교과별 학업성취와 학습자의 인지적 특성인 선수학습, 기억력, 추론능력, 독해력과는 .310～.761로 유의한 상관이 있었다. 기억력, 추론능력, 독해력의 일반능력을 통제한 후 선수학습과 학업성취와의 상관은 낮아졌으나 의의 있는 상관을 보였다. 또한 국어, 사회, 과학 학업성취에는 기억력이, 수학 학업성취에는 선수학습이 가장 유의한 영향력 있는 변인으로 나타났다.
둘째, 초등학생의 교과별 학업성취와 학습자의 정의적 특성 중 학업 자아개념의 하위변인인 학교일반 자아개념, 학업능력 자아개념, 수업 자아개념, 학업성취 자아개념, 교과 자아개념 간의 관계는 .232～.405의 유의한 상관이 있었다. 또한 학업 자아개념의 하위변인 중 학교일반 자아개념은 국어와 사회에, 학업능력 자아개념은 수학과 과학에 가장 유의한 영향력 있는 변인으로 밝혀졌다.
셋째, 초등학생의 교과별 학업성취와 학습자의 학교학습 태도 하위변인인 학교에 대한 태도, 학습에 태도, 교과에 대한 태도, 교사에 대한 태도 간에는 .099～.301로 유의한 상관이 있었다. 국어, 수학, 사회, 과학 모두에서 교과에 대한 태도가 가장 유의한 영향력 있는 변인이었다.
넷째, 초등학생의 교과별 학업성취와 학습지원 가정환경 간에는 유의한 상관이 있다. 가정의 지적 흥미 조장, 학습동기 유발, 부모의 기대, 부모와 친밀한 정도, 자율성 보장의 학습지원 가정환경 변인과 학업성취 간에는 .088～.295로 유의한 상관이 있었다. 국어, 수학, 사회, 과학 모두에서 가정의 지적 흥미 조장이 가장 유의한 영향력 있는 변인이었다.
다섯째, 학업성취에 직접적으로 가장 많은 영향을 주는 변인은 인지적 특성이며, 인지적 특성 중에서도 선수학습의 결정력이 가장 높았다. 다변인 분석을 통해 알아본 결과 학업성취에 유의한 영향을 주는 독립변인들은 선수학습, 기억력, 추론능력, 학교일반 자아개념, 지적흥미조장, 독해력, 자율성 보장, 교과에 대한 태도 순이었다. 학업성취에 대해 유의한 결정력을 나타낸 정의적 특성은 학교일반 자아개념과 교과에 대한 태도였으며, 학습지원 가정환경에서는 지적흥미조장과 자율성 보장의 변인이었다. 이 독립변인들은 학업성취 전체 변량에 대해 81.3%의 결정력이 있는 것으로 확인되었다.

다국어 초록 (Multilingual Abstract)

The purpose of the study is to investigate relationships among cognitive ability and affective characteristics of learner, parental supports, and academic achievement at elementary school.
The research questions of the study were as follows:
(1) Is there any significant correlation between cognitive abilities and the academic achievement in the elementary school ?
(2) Is there any significant correlation between affective characteristics and the academic achievement in the elementary school ?
(3) Is there any significant correlation between home environment and the academic achievement in the elementary school ?
(4) What is the combined effects of cognitive abilities, affective characteristics and home environments upon the academic achievement in the elementary school ?
In the study, cognitive abilities include prerequisite learning, reasoning ability, memory and reading comprehension. The affective characteristics is specified into academic self-concept and attitude toward school learning. The home environment in the study refers to the parental efforts of supporting their child for school learning. The academic achievements in the study refer to the scores on the tests of Korean language, mathematics, natural science, and social studies.
The subjects of the study were 533 sixth graders samples form 3 elementary schools in Daejon city. The survey instruments developed in the present study were Achievement Tests, Tests of Memory and Inference, Reading Comprehension Test, Self-Concept Scale, Scholastic Attitude Scale, and Home Environment Test. The level of prerequisite learning for each student has been determined by the achievement tests which were administered one semester prior to the present study. Correlation technique and multiple regression analysis were applied to the data analysis.
The results of the study are as follows:
First, there were significant correlations between cognitive abilities and academic achievement. Prerequisite learning was the most important factor for learning of mathematics, while memory was the most important for learning of Korean language, social studies and science.
Second, there were significant positive correlations between academic self-concept and achievements. And, also, attitude toward school learning was significantly correlated with academic achievement.
Third, there were significant positive correlations between the variables of home environment and academic achievement. In the study, home environment has five sub-variables: parental expectations, support for intellectual curiosity, stimulating motivation, caring with affection, and reinforcing self-regulation.
Fourth, learner's cognitive abilities were the most important factors for explaining academic achievement. Four sub-variables of cognitive abilities(prerequisite learning, memory, reasoning ability, and reading comprehension) were found to be significant for predicting academic achievement. Among them, prerequisite learning was found to be the most important one. Only two sub-variables(academic self-concept and attitude toward subject mater) of affective characteristics were found to be significant factors for explaining academic achievement. Support for intellectual curiosity and reinforcing self-regulation, as home environmental variables, were found to be significant factors for predicting school achievement. Approximately 81 % of variance of school achievement can be explained by the combined effect of eight significant variables mentioned above.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 4
• C. 용어의 정의 = 5
• D. 연구의 범위 = 7
• Ⅱ. 이론적 배경 = 8
• A. 인지적 특성과 학업성취 = 8
• B. 정의적 특성과 학업성취 = 17
• C. 학습지원 가정환경과 학업성취 = 28
• D. 학업성취에 관한 연구동향 = 36
• Ⅲ. 연구방법 = 42
• A. 연구대상 = 42
• B. 측정도구 = 42
• C. 자료수집 및 분석 = 50
• Ⅳ. 연구결과 및 해석 = 52
• A. 기초통계자료 = 52
• B. 연구결과 = 58
• Ⅴ. 논의 및 결론 = 75
• A. 논의 = 75
• B. 결론 및 제언 = 82
• 참고문헌 = 86
• Abstract = 101
• 부록 = 105

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