중학생의 數學不安과 數學成績 및 학교생활적응 간의 관계 = (A) Study of the Relationships among the Math Anxiety, Math Achievement, And School Adjustment for the Middle School Students

다국어 초록 (Multilingual Abstract)

This study was intended to investigate the relationships among the math anxety, math achievement, and school achievement for the middle school students. Data were collected from 682 students from 3 middle schools in Dae-jon Metropolis.
The findings of this study were as follows:
First, gender differences in math anxiety were found to be statistically significant(p<.01). Male students scored highly as compared to the female students. However, no grade differences were founded.
Second, gender and grade differences in some areas of school adjustment were found to be statistically significant. That is, gender differences in some area as cognitive skills and class participation were significant(p<.01), whereas grade differences in some areas as teacher relations, peer relations, and class participation were significant(p<.001).
Third, The lower group has shown the lower achievement for both male and female students. Same results were founded for the all graders. However, interaction effects of either gender or grade and math anxiety levels on math achievement were not found to be statistically significant.
Forth, statistically significant differences were founded in some areas of school adjustment depending upon the math anxiety levels. However, an interaction effect of gender math anxiety levels on math achievement was found to be statistically significant only in the area of self-control.
Following conclusions were drawn from the findings of this study.
First, the math anxiety is significantly related to student's gender, but not to grade variable.
Second, both gender and grade variables are partially related to the school adjustment.
Third, the math anxiety is negatively related to the math achievement for the both male and female student groups.
Forth, the math anxiety is negatively related to the school adjustment for both the male and female student groups.
Some educational implications of the findings and further research were suggested.

목차 (Table of Contents)

• 목차 = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 불안의 개념과 위계 = 6
• 1) 일반불안 = 6
• 2) 시험불안 = 8
• 3) 수학불안 = 11
• 2. 수학불안과 수학성적과의 관계 = 13
• 3. 적응과 학교생활 적응 = 15
• 1) 적응과 부적응의 개념 = 15
• 2) 학교생활 적응 = 17
• Ⅲ. 연구방법 = 20
• 1. 연구대상 = 20
• 2. 측정도구 = 21
• 3. 자료수집 = 24
• 4. 통계처리 = 24
• Ⅳ. 결과 및 해석 = 25
• Ⅴ. 요약 및 결론 = 38
• 참고문헌 = 41
• 수학불안척도 = 45
• 학교생활적응척도= 47
• = 54