수학불안요인에 관한 연구 = A Study on Factors of Mathematics Anxiety

다국어 초록 (Multilingual Abstract)

This research whose subjects were third graders of middle school and vocational high school students aims at knowing factors of mathematical anxiety and differences of the degree. For this following research tasks were established.
First, is there any difference in factors of mathematical anxiety between middle school students and vocational high school students?
Second, is there any difference in factors of mathematical anxiety by sex?
Third, is there any difference in factors of mathematical anxiety among groups by their study attainment level?
Fourth, is there any difference in the influencing power about lower rank factors of mathematical anxiety among groups?
Hereupon, 360 students of 2 vocational high school and 240 students of 2 middle school located in Y city in Jellanamdo were chosen, and 556 students became the subjects of this research except 44 insincere respondents. Herewith we can get not only the information about guidance of mathematical anxiety for third graders of middle school and vocational high school students but also the basic materials about mathematical study guidance. Generally if the average about factors of anxiety was over 3, it was analyzed that there's an anxiety, but the measurement of anxiety of groups by the absolute value of average in this research is meaningless, the fact that there is a meaningful difference among groups or factors was researched. The results of that analysis are as follows:
As a result of analysis of factors of mathematical anxiety of middle and high school students, there were 5 high rank factors such as mathematical attainment factor, teacher factor, mathematics factor, an attitude toward mathematics, and cognitive factor and negative thinking in order. The fact that mathematical attainment factor was the highest among other factors showed attainment level about marks in mathematics has a deep relationship with mathematical anxiety, and cognitive experience and negative experience of mathematical anxiety have a very low relationship with mathematical anxiety. And there were some low rank factors such as mathematical study motivation, lack of basic function, test, teacher, marks, negative thinking, prejudice in order, and other low rank factors of mathematical anxiety were lower than the average of total mathematical anxiety.
Especially when the average marks were compared, mathematical anxiety of high school students was higher than that of middle school students in all 5 high rank domain, and showed meaningful difference in cognitive factor and negative thinking, an attitude toward mathematics, teacher factor. As a result of analysis about 15 low rank factors of mathematical anxiety, high school students had more mathematical anxiety than middle school students in language and structure, marks, self conception, negative thinking and prejudice, number anxiety in normal life, utility, mathematical study motivation, teacher, authority domains. Low rank groups had the highest degree of mathematical anxiety in 5 high rank domain of mathematical anxiety of study attainment by groups. Intermediate and high rank groups had lower degree of mathematical anxiety and there was a meaningful difference statistically. Therefore the lower mathematics marks were, the higher mathematical anxiety was in high rank factors of mathematical anxiety as well as total degree of satisfaction of mathematical anxiety. The lower mathematics marks were, the higher mathematical anxiety was in low rank groups just like high rank factors of mathematical anxiety by attainment groups. The lower mathematics marks were, the higher mathematical anxiety was in then domains among 15 low rank domains of mathematical anxiety, and there was a difference of average among groups. Namely, there was a meaningful difference statistically in 'teaching method','the abstract','language and structure','marks','authority' domain.
In the analysis of factors of mathematical anxiety by sex for the middle school students, girl students have higher total mathematical anxiety but there was no meaningful difference. The domains that have statistical average difference in high rank factors of mathematical anxiety were mathematical attainment factors, an attitude toward mathematics. In the analysis of factors of mathematical anxiety by sex for the high school students, girl students have more mathematical anxiety than boy students in mathematics factor, mathematical attainment factor, cognitive factor, teacher factor among 5 high rank factors of mathematical anxiety.
As marks were low, the degree of anxiety was high in mathematical anxiety of study attainment by groups of middle school students. High rank groups of middle school students have a burden of mathematics and a feeling of oppression of mathematical marks as factors of mathematical anxiety. Intermediate groups have a recognition of mathematics, and negative factors and an attitude toward teacher and low rank groups have a negative attitude toward mathematics as factors of mathematical anxiety. As marks were low, the degree of anxiety was high in mathematical anxiety of study attainment by groups of high school students. There was statistically meaningful difference in mathematical attainment factors, recognition factors and negative thinking, an attitude toward mathematics among 5 high rank factors of mathematical anxiety of study attainment by groups.

목차 (Table of Contents)

• 목 차
• Abstract -3
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 문제 4
• 3. 연구의 제한점 5
• Ⅱ. 수학불안의 이론적 배경 6
• 1. 일반불안 및 시험불안 6
• 2. 수학불안(Mathematics Anxiety) 9
• 3. 실업계 고등학교 22
• 4. 선행연구 25
• III. 연 구 방 법 28
• 1. 연구대상 28
• 2. 연구절차 29
• IV. 연구결과 분석 32
• 1. 중·고등학생들의 수학불안 분석 32
• 가) 수학불안 상위요인 및 하위 요인 분석 32
• 나) 학교급별 수학불안 상위요인 분석 33
• 다) 학교급별 수학불안 하위요인에 대한 평균 분석 34
• 라) 학업성취 집단별 수학불안 상위요인 평균 분석 36
• 마) 학업성취 집단별 수학불안 하위요인 분석 37
• 2. 중학교 학생들의 수학불안 분석 39
• 가) 중학생 성별 수학불안 상위요인 39
• 나) 중학생 성별 수학불안 하위요인 40
• 다) 중학생 학업성취 집단별 수학불안 상위요인 41
• 라) 중학생 학업성취 집단별 수학불안 하위요인 42
• 3. 고등학교 학생들의 수학불안 평균차이 검증 46
• 가) 고등학생 성별 수학불안 상위요인 분석 46
• 나) 고등학생 성별 수학불안 하위요인 분석 47
• 다) 고등학생 학업성취 집단별 수학불안 상위요인 분석 48
• 라) 고등학생 학업성취 집단별 수학불안 하위요인 분석 50
• V. 요약 및 결론 53
• 참 고 문 헌 57
• 부 록 60
• 수학불안설문지 60
• 표목차 29
• <표-1> 분석대상 29
• <표-2> 검사지 구성 30
• <표-3> 수학불안 상위요인 및 하위요인 평균 32
• <표-4> 학교급별 수학불안 상위요인 평균 차이 검증 결과 33
• <표-5> 학교급별 수학불안 하위요인에 대한 평균차이 검증 결과 35
• <표-6> 학업성취집단별 수학불안 상위요인 평균 차이 분석 결과 36
• <표-7> 학업성취 집단별 수학불안 하위요인 평균 차이 분석 결과 37
• <표-8> 수학불안 상위요인 성별 평균 차이 검증결과 39
• <표-9> 중학교 성별 수학불안 하위요인 평균 차이검증 결과 40
• <표-10> 중학교 학업성취 집단별 수학불안 상위요인 평균차이 분석 결과 41
• <표-11> 중학교 학업성취집단별 수학불안 하위요인 평균차이 분석결과 43
• <표-12> 고등학생 수학불안 상위요인 남녀 평균 차이 검증 결과 46
• <표-13> 고등학생 성별 수학불안 하위요인 평균 47
• <표-14> 고등학생 학업성취 집단별 수학불안 상위요인 평균 분석결과 49
• <표-15> 고등학생 학업성취 집단별 수학불안 하위요인 분석결과 50