청소년의 학문적 미성취에 영향을 미치는 개인, 학교 및 가정 환경 특성 탐색

다국어 초록 (Multilingual Abstract)

This study is to examine the differences of personal characteristics, school and home environmental characteristics of junior high school students and explore the factor to classify them into underachieving, achieving, and overachieving groups. Subjects were 522 junior high school students in Seoul and Incheon. IQ test and inventories on psychological characteristics were conducted. The students were classified based on the IQ test score and the academic achievement score standardized for the analysis. The distribution among the groups and the correlation among IQ, academic achievement, personal characteristics, school and home environmental characteristics were analyzed. Also the differences of personal characteristics, school and home environmental characteristics among male and female students in underachieving, achieving, and overachieving groups were analyzed. Logistic regression analysis was conducted on personal characteristics, school and home environmental characteristics to explore the factor classifying the students into underachieving, achieving, and overachieving groups.
Results are as follows. Junior high school students' academic achievement had significant positive correlation with IQ(r=.56, p<.001), beliefs on intelligence (r=.37, p<.001), all SAAS-R subfactors(r=.12～.44, p<.01～p<.001), and mastery goal and performance approach goal factor(r=.15～.19, p<.01～p<.001), and negative correlation with performance avoidance factor (r=-.10, p<.05). Choice, task complexity, and control among classroom environment factors had significant positive correlation with academic achievement(r=.13～.18, p<.01～p<.001). Academic performance had positive correlation with parental expectation(r=.14, p<.01) and closeness, monitoring, communication, approval among the subfactor, family's psychological environment(r=.09～.21, p<.001).
The students' IQ test scores had significant positive correlation with belief about intelligence ability(r=.26, p<.001), SAAS-R except attitude about school (r=.09～.32 p<.05～p<.001), mastery goal(r=.09, p<.05), and performance approach goal(r=.15, p<.05). Also IQ had positive correlation with task complexity, a subfactor of classroom environment(r=.11, p<.01) and parental expectation(r=.09, p<.01) and monitoring, a subfactor of family's psychological environment(r=.13, p<.001).
Two way multivariate analysis conducted to explore the differences of personal characteristics, school and home environmental characteristics showed that group had main effect on personal characteristics(Pillai's T=.19, F[18, 422]=2.47, p<.001) and gender had main effect on school(Pillai's T=.07, F[7, 208]=2.09, p<.05) and home environmental characteristics(Pillai's T=.09, F[9, 205]=2.17, p<.05). Analysis on the differences of personal characteristics by gender showed that task complexity, a subfactor of classroom environment showed male students preferred more complex tasks than female students(F[1, 214]=9.01, p<.01). Female students got significantly higher scores in monitoring of home environmental characteristics(F[1, 213]=3.99, p<.05). Analysis on the differences of personal characteristics by group showed the overachieving group got higher scores in beliefs on intelligence, academic self-perception, attitudes toward teachers, attitudes toward school, goal value, motivation/self-regulation, and mastery goal.
Multinomial logistic regression analysis with gender and personal characteristics, school and home environmental characteristics factors was conducted. The model with gender and personal characteristics correctly classified 63.8% of the students, and correctly classified into underachieving, achieving, and overachieving groups with probability of 9.4%, 94.9%, and 14.0% respectively. The models with gender and school and gender and home environmental characteristics didn't classified the students with significant correctness.
The findings in this study add a new ingredient to the ongoing discussions about the educational and psychological role of home and school to help students demonstrate their potential. Also they help classify the possible underachieving, achieving, and overachieving students by exploring personal characteristics, school and home environmental characteristics that decide the students' group.

국문 초록 (Abstract)

본 연구는 미성취, 성취 및 과잉성취 학생들의 개인 특성, 학교 환경 및 가정 환경 특성 변인의 차이를 살펴보고 이들 요인들 중 성취집단 유형을 유의미하게 예측해 주는 요인이 무엇인지를 탐색하고자 하였다. 본 연구에서는 서울과 인천 지역에 거주하는 중학교 522명을 대상으로 지능검사와 심리적 특성을 살펴보기 위해 설문을 실시하였다. 또한 성취집단 유형을 구분하기 위하여 지능검사와 학업성취도 점수를 표준화하고 이를 기반으로 하여 미성취, 성취, 과잉성취 집단을 구분하였다. 그리고 본 연구의 목적을 위하여 학업성취 및 지능과 개인 특성, 학교 환경 및 가정 환경 특성 변인 간의 상관 관계를 분석하였다. 그리고 성별 및 집단에 따른 개인 특성, 학교 환경 및 가정 환경 특성 변인들의 차이를 분석하였다. 마지막으로 성별과 개인 특성, 학교 환경, 가정 환경 특성 변인을 사용한 모델이 미성취, 성취, 과잉성취 집단을 예측해 주는지를 탐색하고자 로지스틱 회귀분석을 수행하였다.
본 연구 결과, 중학생들의 학업성취는 지능점수(r=.56, p<.001), 지적 능력에 대한 신념(r=.37, p<.001), 학업관련 태도 하위 요인 모두와 유의미한 정적 상관을 이었으며(r=.12～.44, p<.01～p<.001) 숙달목적과 수행접근목적 요인(r=.15～.19, p<.01～p<.001)과 정적 상관, 수행회피요인(r=-.12, p<.01)과는 부적 상관이 있는 것으로 나타났다. 학생들의 학업성취는 또래 변인 중 또래의 개인적 지지 요인과 정적 상관(r=.13, p<.01)이었고 학교로부터 소외감과는 부적 상관(r=-.10, p<.05)인 것으로 나타났다. 교수 환경 요인 중 선택 부여, 과제 복잡성, 교사 통제 요인은 학업성취와 유의미한 정적 상관(r=.13～.18, p<.01～p<.001)을 보였다. 학업성취와 부모 기대 요인은 정적 상관(r=.14, p<.01)이었으며 가족의 심리적 환경의 하위 요인 중에서 친밀성, 감독, 의사소통, 승인 요인과 유의미한 정적 상관(r=.09～.21, p<.001)을 보였다.
학생들의 지능점수는 지적 능력에 대한 신념(r=.26, p<.001), 학업관련 태도의 하위 요인 중 학교에 대한 태도 요인을 제외한 나머지 4개 요인들(r=.09～.32 p<.05～p<.001)과 숙달목적 요인(r=.09, p<.05), 수행접근목적 요인(r=.15, p<.05)과 유의미한 정적 상관을 보였다. 또한 지능점수는 교수 환경의 하위 요인인 과제 복잡성과 정적 상관(r=.11, p<.01)이 있는 것으로 나타났다. 학생들의 지능점수는 부모 기대(r=.09, p<.01) 요인, 가족의 심리적 환경의 하위 요인 중 감독 요인과 정적 상관이 있는 것으로 나타났다(r=.13, p<.001).
성별과 성취집단 유형에 따른 개인 특성, 학교 환경 및 가정 환경 특성 변인의 차이를 살펴보기 위하여 이원다변량분석을 실시한 결과, 개인 특성 변인의 경우, 성취집단 유형에 대한 주효과가 유의미한 것으로 나타났으며(Pillai's T=.19, F[18, 422]=2.47, p<.001), 학교 환경(Pillai's T=.07, F[7, 208]=2.09, p<.05)과 가정 환경 특성(Pillai's T=.09, F[9, 205]=2.17, p<.05) 변인의 경우, 성별에 따른 주효과가 유의미한 것으로 나타났다. 성별 차이를 분석한 결과, 교수 환경의 하위 요인인 과제 복잡성 요인(F[1, 214]=9.01, p<.01)에서 남학생들이 여학생들보다 복잡한 과제를 선호하는 것으로 나타났다. 가정 환경 요인 중에서도 감독 요인에서 여학생의 점수가 유의미하게 높았다(F[1, 213]=3.99, p<.05). 성취집단 유형별 차이를 분석한 결과, 개인 특성 변인 중 지적 능력에 대한 신념, 학문적 자기지각, 교사에 대한 태도, 학교에 대한 태도, 목적가치, 동기/자기조절, 숙달목적 요인에서 유의미한 차이가 나타났는데(F[2, 218]=5.54～10.86, p<.01～.001) 이들 요인 모두에서 과잉성취 집단이 다른 두 집단보다 높은 점수를 보였다.
성별과 개인 특성, 학교 환경, 가정 환경 특성 각각의 변인들을 예측변인으로 선정하여 다항 로지스틱 회귀분석을 수행하였다. 그 결과, 성별과 개인 특성 변인들을 사용한 분석모델이 성취집단 유형을 정확하게 예측할 확률은 63.8%이며, 미성취, 성취, 과잉성취 집단을 정확하게 예측할 확률은 각각 9.4%, 94.9%, 14.0%에 이르는 것으로 나타났다. 성별과 학교 환경 특성 하위 요인들을 투입한 분석모델과 가정 환경 특성 하위 요인들을 투입한 분석모델은 성취집단 유형을 유의미하게 예측해 주지 못하는 것으로 나타났다.
본 연구의 결과는 학생들이 잠재 능력을 충분히 발휘하도록 돕기 위해 가정과 학교에서 실천할 수 있는 교육적&#8228;심리적 방안을 마련하는 데 도움을 줄 수 있을 것이다. 또한 성취집단 유형(미성취, 성취, 과잉성취)에 영향을 주는 개인 특성, 학교 환경 및 가정 환경 특성을 종합적으로 검토함으로써 미성취 가능성이 있는 학생들과 성취 및 과잉성취 학생들을 예측하는 자료로 활용할 수 있을 것이다.

목차 (Table of Contents)

• Ⅰ. 서론 1
• A. 연구의 필요성 1
• B. 연구 목적 및 의의 5
• C. 용어의 정의 6
• D. 연구의 제한점 8
• Ⅱ. 이론적 배경 10
• A. 학문적 미성취 10
• B. 지능과 학업성취 22
• C. 개인 특성, 학교 환경 및 가정 환경 특성 변인의 개념 22
• D. 학업성취와 개인 특성, 학교 환경 및 가정 환경 특성 간의 관계 31
• E. 성별과 성취집단 유형에 따른 개인 특성, 학교 환경 및 가정 환경 특성 36
• F. 성취집단 유형을 예측해 주는 개인 특성, 학교 환경 및 가정 환경 특성 42
• Ⅲ. 연구 문제 45
• Ⅳ. 연구 방법 51
• A. 연구 대상 51
• B. 검사 도구 52
• C. 집단 구분 64
• D. 연구 절차 65
• E. 자료 분석 방법 66
• Ⅴ. 연구 결과 68
• A. 지능과 학업성취에 따른 집단의 평균 및 표준편차 68
• B. 학업성취, 지능과 개인 특성, 학교 환경 및 가정 환경 특성 간의 관계 72
• C. 성별 및 성취집단 유형에 따른 개인 특성, 학교 환경 및 가정 환경 특성 차이 77
• D. 개인 특성, 학교 환경 및 가정 환경 특성 변인을 예측변인으로 한 다항 로지스틱 회귀분석 85
• Ⅵ. 논의 및 결론 92
• A. 요약 92
• B. 논의 및 결론 95
• C. 제언 104
• 참고문헌 107
• 부록 131
• 국문초록 145
• Abstract 148

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