고등학생의 수학성취도에 영향을 미치는 부모의 기대와 참여, 학생의 자아-효능감과 학업적 관여도의 효과 = A Study to Investigate the Effects of Parent Expectation, Parental Involvement, Self-efficacy, and Academic Engagement on High School Student's Math Achievement

국문 초록 (Abstract)

부모의 기대와 참여가 학생의 동기 및 학업적 관여에 영향을 미치므로 학생의 학업적 태도 및 행동이 학업성취에 미치는 효과를 보기 위해서는 부모의 효과를 함께 종합적으로 살펴보는 것이 필요하다. 따라서 본 연구는 부모의 기대와 참여, 고등학생의 자아-효능감과 학업적 관여가 상호작용하여 학업성취에 미치는 효과를 살펴보고자 구조방정식 모형(SEM) 분석방법을 사용하여 미국 고등학생 종단적 자료(ELS: 02-06)를 분석하였다.
그 결과, 부모기대와 학생의 수학적 자아-효능감은 수학성취도에 직․간접 효과가 있는 것으로 나타났으나, 부모참여와 학업적 관여는 수학성취도에 직접적인 효과를 보이지 않는 것으로 나타났다. 또한 사전 수학성취도(고1)는 부모의 기대와 수학적 자아-효능감을 매개해 2년 후의 수학성취도(고3)에 간접적인 영향을 미치는 것으로 나타났다.
본 연구는 고등학생의 수학성취도에 영향을 미치는 부모와 학생요인들의 관계를 고등학생을 대상으로 한 종단적 자료를 사용하여 종합적으로 분석하여 인과관계를 규명한데 그 의의가 있다.

다국어 초록 (Multilingual Abstract)

Previous research has posited several factors which influence the math achievement. Researchers found that family socioeconomic status, students' attitudes and behaviors, to parents' attitudes and behaviors, such as parental involvement have the direct/indirect effects on math achievement. The purpose of this study is to extend existing research on math achievement by developing and testing a model of math achievement in high school.
Using the Education Longitudinal Study (ELS), findings from this study hope to shed light salient predictors that may contribute to the math achievement versus the effects of those predictors. This study found that prior math score, math self-efficacy, parent expectation have direct/indirect effects versus academic engagement, parental involvement have no direct/indirect effects on math achievement. In addition to this, self-efficacy and parental expectation mediated the effects of prior achievement on subsequent math achievement. The findings from this study suggested that the relationship between prior math achievement and subsequent math achievement operated with the relationship of parent and student factors. By identifying the attitudes and behaviors that may impede or facilitate student performance, educators could provide appropriate intervention.

참고문헌 (Reference)

1 이세용, "학부모 교육참여와 학업성취에 관한 연구" 한국사회학회 43-49, 1998

2 김소영, "학교참여가 학습성과에 미치는 영향 분석을 통한 공교육 강화. 정책방안 연구" 17 (17): 1-25, 2010

3 문은식, "부모의 학습지원행동과 초·중학생의 학업동기 및 학업성취도의 관계" 한국교육심리학회 17 (17): 2003

4 김희수, "대학생의 목표지향성과 자아효능감" 17 (17): 35-53, 2004

5 김아영, "교사효능감 및 학생의 학업적 자기효능감이 학업성취도에 미치는 영향에 대한 다층분석" 한국교육심리학회 17 (17): 2003

6 Ainsworth, J. W., "Why does it take a village? The mediation of neighborhood effects on educational achievement" 81 (81): 117-152, 2002

7 Singh, K., "The effects of four-components of parental involvement on eighth grade student achievement : Structural analysis of NELS : 88 Data" 24 : 299-317, 1995

8 홍세희, "Testing configural, metric, scalar, and latent mean invariance across genders in sociotropy and autonomy using a non-western sample" SAGE PUBLICATIONS INC 63 : 636-654, 200308

9 Eccles, J. S., "Social forces shape math attitudes and perforamnce" 11 (11): 367-380, 1986

10 Ferguson, K. M., "Social capital predictors of children’s school status in Mexico" 15 : 321-331, 2006

11 Crosnoe, R., "Social capital and the interplay of families and schools" 66 : 267-280, 2004

12 Zimmerman, B. J., "Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting" 29 (29): 663-676, 1992

13 Bandura, A., "Self-efficacy: The exercise of control" Freeman 1997

14 Shavelson, R. J., "Self-concept : The interplay of theory and methods" 74 (74): 3-17, 1982

15 Epstein, J. L., "School/family/community partnerships: Caring for the children we share" 76 : 701-712, 1995

16 Fredricks, J. A., "School engagement : potential of the concept, state of the evidence" 74 (74): 59-109, 2004

17 Epstein, J. L., "School and family connections: Theory, research school, and implication for integrating sociologies of education and family, In Families in Community Setting: Interdisciplinary Perspectives" Haworth Press 1990

18 Chen, J. J-L., "Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement" 131 (131): 77-127, 2005

19 DeBaryshe, B. D., "Performance model for academic achievement in early adolescent boys" 29 (29): 795-804, 1993

20 Sénéchal, M., "Parental involvement in the development of children's reading skill : A 5-year longitudinal study" 73 : 445-460, 2002

21 Fan, X., "Parental involvement and students' academic achievement: A meta-analysis" 13 (13): 1-22, 2001

22 Hao, L., "Parent-child differences in educational expectations and the academic achievement of immigrant and native students" 71 (71): 175-198, 1998

23 Steinberg, L., "Noninstructional influences on high school student achievement: The contributions of parents, peers, extracurricular activities, and part-time work" National Center on Effective Secondary Schools 1988

24 Marsh, H. W., "Multilevel causal ordering of academic self-concept and achievement : Influence of language of instruction for hong kong students" 39 (39): 727-763, 2002

25 Zick, C. D., "Mothers' employment, parental involvement, and the implications for intermediate child outcomes" 30 (30): 25-49, 2001

26 Trusty, J., "Modeling Mexican Americans' educational expectations : Longitudinal effects of variables across adolescence" 18 (18): 131-153, 2003

27 Hagedorn, L. S., "Making school to college programs work: Academics, Goals, and Aspirations, In Increasing Access to College" State University of New York Press 169-193, 2002

28 Trusty, J., "High educational expectations and low educational achievement : The stability of educational goals across adolescence" 93 : 356-365, 2000

29 Ma, X., "Hierarchical linear modeling of student and school effects on academic achievement" 25 (25): 41-55, 2000

30 Taylor, R. D., "Family management practice, school achievement, and problem behavior in African American adolescents : Mediating processes" 26 : 39-49, 2005

31 Steinberg, L., "Ethnic differences in adolescent achievement : An ecological perspective" 47 (47): 723-729, 1992

32 Sui-Chu, E. H., "Effects of parental involvement on eighth-grade achievement" 69 : 126-141, 1996

33 Epstein, J. L., "Effect on parents of teacher practices of parent involvement" Jones Hopkins University, Center for the Social Organization of Schools 1984

34 Borg, W. R., "Educational research: an introduction" Longman 1983

35 Goyette, K., "Educational expectations of asian american youths : Determinants and ethnic differences" 72 : 22-36, 1999

36 Hamre, B. K., "Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade" 72 : 625-638, 2001

37 Yen, C. J., "Does learning behavior augment cognitive ability as an indicator of academic achievement?" 42 : 157-169, 2004

38 홍세희, "Direct and indirect longitudinal effects of parental involvement on student achievement: Second-order latent growth modeling across ethnic groups" AMER PSYCHOLOGICAL ASSOC 97 (97): 32-42, 200502

39 Bandura, A., "Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation" 41 (41): 586-598, 1981

40 Foley, R. M., "Collaboration in secondary schools: Implications for educational reform" 1994

41 Finn, J. D., "Classroom organization and student behavior in kindergarten" 98 (98): 79-92, 2004

42 Englund, M. M., "Children's achievement in early elementary school : Longitudinal effects of parental involvement, expectations, and quality of assistance" 96 (96): 723-730, 2004

43 Marsh, H. W., "Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data" 89 (89): 41-54, 1997

44 Ryan, E. B., "Beliefs about memory changes across the adult life span" 47 (47): 41-46, 1992

45 Wigfield, A., "Adolescent development, In Handbook of educational psychology" Erlbaum 87-113, 2006

46 Finn, J. D., "Academic success among students at risk for school failure" 82 (82): 221-234, 1997

47 Marsh, H. W., "Academic self-concept: Theory, measurement, and research, In Psychological Perspectives on the Self" Lawrence Erlbaum Associates, Inc 59-98, 1993

48 Guay, F., "Academic self-concept and educational attainment level : A ten-year longitudinal year" 3 : 53-68, 2004

49 Schunk, D. H., "Ability versus effort attributional feedback : Differential effects on self-efficacy and achievement" 75 : 848-856, 1983

50 Izzo, C. V., "A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance" 27 : 817-839, 1999