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

참고문헌 (Reference)

1. 통계방법, 임인재, , 1998

2. Family influences, Bempechat, , 1997

3. Time and Learning, Metzker, , 2003

4. 인간학습및기억, 김영채, null, , 1992

5. Assessment of children, Sattler, Jerome M, J.M. Sattler, , 1992

6. 인지발달과 교육, 김언주, , 1989

7. 학업성취의 요인, 정범모, 교육출판사, , 1984

8. Overcoming math anxiety, Tobias, Sheila, Houghton Mifflin, , 1980

9. 학업성취 관련변인, 구병두, 양서원, , 1996

10. Mathematics attitude scales, Scherman, Fennema, , 1976

11. 학생배경과 학업성취, 주동범, 한국교육사회학회, "교육사회학, , 1998

12. Anxiety as an emotional stste, Weissbord, Tobias, , 1980

13. Educating poor minority children, Comer, , 1988

14. The selfin recentRogerian theory, Patterson, The self in recent Rogerian theory, , 1961

15. Children of single-parent families, Marjoribanks.K, , 1977

16. Self-esteem and school performance, Rubin, , 1977

17. Multidimensional self concept scale, Bracken, , 1992

18. Prediction of academic achievement:, Yen, , 2002

19. 인간의 제특성과 학교학습, 김호권, BenjaminS.Bloom, , 1997

20. 학습자 변인 상호관계 탐색, 구성숙, 김용래, , 1990

21. Analogicalreasoning in young children, Alexander, , 1987

22. Parent participation: fad or function, Comer, Parent participation: fad or function?, , 1991

23. 가정환경진단검사 실시 요강, 정원식, 가정환경진단검사 실시요강, , 1974

24. 자아개념척도의 타당도 분석, 김용래, , 1995

25. Family literacy: Respecting family ways, Brown, , 1998

26. 인지성분과 지능의 관계 분석, 최애숙, , 1991

27. Human characteristics and school learning, Bloom, Benjamin Samuel, McGraw-Hill, Human characteristics and school learning, , 1982

28. 중고등학생의 정의적 행동특성, 손충기, , 1987

29. Toward a knowledgebase for school learning, Walberg, Wang, , 1993

30. 수학학습에 대한 불안요인 연구, 이종배, 오후진, 한국학교수학회, "공주대학교 과학교육연구, , 2000

31. On the structure of adolescent self-concept, Shavelson, Byrne, , 1986

32. Success and failure in the secondary school, Banks, Finlaylon, , 1973

33. Parents and schools. From http://www.eric.ed, Becher, , 1986

34. Reading: The patterning of complies behavior, Clay, , 1982

35. Teaching reading skill in a foreign language, Nuttal, , 1982

36. 수학불안과 수학성취도와의 관계, 홍학표, 전북대학교, , 1989

37. 한국 중학생의학업성취 결정요인, 김경근, 고려대학교 교육문제연구소, "고려대학교 교육문제연구, , 1996

38. Intellectual development : birth to adulthood, Case, Robbie, Academic Press, Intellectual development: Birth to adulthood, , 1985

39. Stability and change in human characteristics, Bloom, Benjamin Samuel, Wiley, Stability and change in human characteristics, , 1964

40. The challenges of parent involvement research, Soden, Baker, The challenges of parent involvement research, , 1988

41. EducationalEnvironment and Student Achievement, Keeves, , 1973

42. Testing student models of academic achievement, DiPerna, James Clyde, The University of Wisconsin - Madison, , 1999

43. 수학 불안 진단을 위한 도구의 개발, 송귀영, , 2000

44. 중·고등 학생의 학업성적 결정구조, 이해명, 교육과학사, 중?고등학생의 학업성적 결정구조, , 1998

45. Self-concept: The interplay of theory and method, Shavelson, Bolus, , 1982

46. The development of analogicalreasoning processes, Rifkin, Sternberg, The development of analogical reasoning processes, , 1979

47. Research on effective schools : A cautionary note, Rowan, D.C.Dwyer, S.T.Bossert, , 1983

48. 읽기수준검사 개발을 위한 기초 연구, 김수연, , 1994

49. Assessing affective characteristics in the schools, Anderson, Lorin W, Lawrence Erlbaum, , 2000

50. Children's performance on a spatial analogies task, Gentner, , 1977

51. Cognitive psychology and its implications(2nd ed.), Andeson, , 1985

52. 학습부진아 유형분석에 관한 기초연구, 박병양, , 1980

53. Motivation and achievement :a quantitative synthesis, Uguroglu, Wallberg, , 1979

54. Self concept: Multidimensional construct exploration, Delugach, Schicke, Bracken, , 1992

55. 학업성취에 관련된 변인의 한 인과분석, 이종승, , 1980

56. Human memoryA proposed system and itscontrolprocesses, Atkinson, Shiffrin, Human memory : A proposed system and its control processes, , 1968

57. Measurement and dimensionality of mathematics anxiety, Hendel, Rounds, , 1980

58. 가족 내 사회적 자본과 아동의 학업성취, 김경근, 한국교육사회학회, "교육사회학, , 2000

59. 사료육비 지출실태 및 변화에 관한 연구, 박현주, , 1998

60. A structural model of high school mathematics outcomes, Walberg, Reynolds, , 1992

61. Age and other correlations of self-concept in children, Piers, Harris D.B, , 1964

62. Styles of learning, abilities, and academic performance, Sternberg, Grigorenko, "Styles of learning, , 1997

63. 학업성적에 대한 귀인변인의 영향력 분석, 김용래, , 1993

64. 학업동기 및 부모행동과 학업성취도의 관계, 임은미, , 1998

65. The family-school relationship and child's school performance, Baker, Stevenson, , 1987

66. 중학교 학습부진아를 위한 학습기능 개발 연구, 이성진, , 1971

67. 학업성취가 아동의 정의적 특성에 미치는 영향, 신현주, , 1971

68. 한국 학생의 자기효능감, 성취동기와 학업성취, 박영신, 김의철, "한국 학생의 자기효능감, , 2003

69. The Carroll model: A 25-year retrospective and prospective view, Carroll, , 1989

70. Improving the school-home connection for low-incomeurban parents, Asher, Improving the school-home connection for low-income urban parents, , 1988

71. The function of intelligence and the understandingof mathematics, Skemp, The function of intelligence and the understanding of mathematics, , 1980

72. 형식조작적 사고와 지능과 학업성취도와의 관계, 허 형, 한국교육학회, "교육학연구, , 1988

73. Contemporary intellectual assessment : theories, tests, and issues, Flanagan, Dawn P, Guilford, "Contemporary intellectual assessment: Theories, , 1997

74. 유동적 지능-결정적 지능과 학업성취에 관한 연구, 이옥형, , 1999

75. Families as educators: Time use contributions to school achievement, Benson, Buckley, Medrich, , 1980

76. 목표지향성, 자기조절학습, 학업성취와의 관계 연구, 박성윤, 淑明女子大學校, "교육심리연구, , 1999

77. Update on attitude and other affective variable inlearning mathematics, Aiken, Update on attitude and other affective variable in learning mathematics, , 1976

78. School/ Family/ Community Partnerships, Caring for the ChildrenWe Share, Epstein, School/family/community partnerships: Caring for the children we share, , 1995

79. 중학생의 자기개념과 학업성취 지각에 따른 귀인양상, 조옥귀, 금정숙, 경남대학교 교육문제연구소, "경남대학교 교육문제연구소, , 2003

80. 학교생활 적응과 자아개념이 학업성취에 미치는 영향, 민병수, , 1991

81. Parental involvement and students' academic achievement: A meta-analysis, Fan, Chen, , 2001

82. Twenty-five years after the Coleman report: What should we have learned?, Tower, , 1992

83. 차원기 아동의 인지발달에 따른 유추방략 수업의 효과, 강영하, 충남대학교 대학원, , 1991

84. 가정환경과 자기효능감과 학업성취 간의 문화비교연구, 윤운성, , 1996

85. 학업성취와 지각된 양육태도가 자아개념에 미치는 영향, 김기정, 김기정, 중앙대학교 대학원, 중앙대학교 대학원 박사학위 논문, , 1984

86. A new generation of evidence: The family is critical to student achievement, Berla, Henderson, , 1994

87. 학업성취에 미치는 사회경제적 배경의 영향에 대한 분석, 안진오, 成均館大學校 敎育大學院, 성균관 대학교 대학원 석사학위 논문, , 2000

88. Family life and school achievement : why poor black children succeed or fail, Clark, Reginald, University of Chicago Press, , 1983

89. Is parent involvement related to student achievement: Exploring the evidence, Stein, Thorkildsen, , 1998

90. Prevanlence, distribution, and correlates of math anxiety in college students, Betz, "Prevanlence, , 1978

91. 가정의 환경적 과정변인과 아동의 학업성취와의 관계분석, 한충효, , 1985

92. A study of the relationship between student achievement and home socialization, Crawley, Janet Carter, The College of William and Mary, A study of the relationship between student achievement and home socialization, , 2002

93. Parent involvement: A review of research and principle of successful practices, Becher, , 1984

94. 학업성취의 누적경험이 정의적 특성의 변화에 미치는 영향, 오만록, 고려대학교, , 1984

95. Racial and ethnic achievement gap trends: Reversing the progress toward equity?, Lee, , 2002

96. 새 교육체제 적용학교의 학업성취도 결정 요인에 관한 연구, 박경숙, 김지순, 김정환, 새 교육체제 적용학교의 학업성취도 결정요인에 관한 연구, , 1981

97. Deductions about induction: Analysis of developmental and individual differences, Goldman, Pellegrino, , 1984

98. Advances in research on academic self-concept: Implications for school psychology, Stein, , 1993

99. Findings from The Condition of Education, No. 10: The Social Context of Education, Smith, Young, "Findings from The Condition of Education, , 1997

100. Effects of school populationsocioeconomic status on individual academic achievement, Bankston, Caldas, Effects of school population socioeconomic status on individual academic achievement, , 1997

101. School and family partnerships. Encyclopedia of Educational Research(Sixth Edition), Epstein, , 1992

102. Self-concept, attributional beliefs, and school achievement: A longitudinal analysis, Kurtz-Costes, Schneider, "Self-concept, , 1994

103. Parenting style and academic outcomes. From http://www.uky.edu/HES/rcfc/vol6no2/page3, Kozik, Million, , 1997

104. Goals for Parent and Future-Parent Education:Research on Parental Beliefs and Behavior, Schaefer, Goals for parent and future-parent education: Research on parental beliefs and behavior, , 1991

105. Psychological models of educational performance: A theoretical synthesis of constructs, Walberg, Weinstein, Haertel, , 1983

106. Relationship of intelligence quotients to academic achievement in the elementary grades, Fisher, , 1995

107. Learning behavior and intelligence as explanations for children's scholastic achievement, McDermott, Shaefer, , 1999

108. Teacher effect on cognitive and affective pupil outcome in elementary school mathematics, Schofield, , 1981

109. 초등아동의 자기조절학습에 관여하는 인지 및 동기의 개인차 연구, 박승호, 한국교육심리학회, "교육심리연구, , 1999

110. Teacher communications, child achievement, and parent traits in parent involvement models, Watkins, "Teacher communications, , 1997

111. 자기효능감, 성취목표지향성, 학습전략 및 학업성취간의 관계 분석, 최병연, 고려대학교 교육문제연구소, "자기효능감, , 1998

112. National scales of differential learning behaviors among American children and adolescents, McDermott, , 1999

113. Parents' educational expectations and children's academic achievement: A literature review, Seginer, , 1983

114. Social class differences in family-school relationships:The importance of cultural capital, Lareau, Social class differences in family-school relationships: The importance of cultural capital, , 1987

115. Construct interpretations of three self-concept: Relations with sex and academic achievement, Marx, Winnie, , 1978

116. 부모의 학습지원행동과 초·중학생의 학업동기 및 학업성취도의 관계, 문은식, 김충회, 한국교육심리학회, , 2003

117. Academic self-concept and its relationship to achievement in a sample of junior school students, Lyon, , 1993

118. Comparative functions of preschool learning style and IQ in predict future academic performance, McDermott, , 1984

119. The relationship between parent involvement and student achievement: A review of the literature, Flood, , 1993

120. 초등학교 담임교사의 일반적 특성 및 역할과 학생의 학업성취와의 관계, 황준덕, , 2000

121. Parent styles associated with children's self-regulation and individual difference investigation, Ryan, Grolnic, , 1989

122. Race, cultural capital,and educational resources: Persistent inequalities and achievementreturns, Ainsworth-Darnell, Roscigno, Vincent, Roscigno, "Race, , 1999

123. The general/academic self-concept nomological network: A review of construct validation research, Byrne, B. M., Byrne, , 1984

124. Maternal teaching strategies in Chicago families and of varied education and socioeconomic levels, Laosa, , 1980

125. Schools, families, and children: Sixth year results from the longitudinal study of children at risk, Bezruczko, Reynolds, Mavrogenes, Hagemann, "Schools, , 1993

126. Academic achievement and self-concept: An analysis of causal predominance in developmental perspective, Hagtvet, Skaalvik, , 1990

127. Socioeconomic status, family structure, and parental involvement: The correlates of student achievement, Eagle, "Socioeconomic status, , 1989

128. Pygmalion in the classroom : Teacher expectation and pupil's intellectual development(newly expanded ed.), Jacobson, Rosenthal, , 1992

129. Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance, Bronstein, Ginsburg, , 1993

130. Linking parent involvement with student achievement: Do race and income matter? (Statistical Data Included), Desimone, , 1999

131. Intelligence, information processing, and analogical reasoning : the componential analysis of human abilities, Sternberg, Robert J, Lawrence Erlbaum Associates, "Intelligence, , 1977

132. Family involvementquestionnaire: A multivariate assessment of family participation inearly childhood education, Childs, Tighe, Fantuzzo, Family involvement questionnaire: A multivariate assessment of family participation in early childhood education, , 2000

133. 학업성취도에 따른 자아 및 학교생활에 대한 태도와 학업성취에 대한 귀인양식의 차이, 조한익, 연세대학교, 연세대학교 대학원 석사학위 논문, , 1990

134. General self-concept, self-concept of academic ability and school achievement: Implications for "cause" of self-concept, Stevens, West, Fish, "General self-concept, , 1980

135. The addictive effect of regulatory activities on top of intelligence in relation to academic performance in higher education, Minnaert, Janssen, , 1999

136. The home environment and school learning. Paper commissioned by The Study Group on the National Assessment of Student Achievement, Bloom, , 1986

137. Cultural 'adaptation' and the effects of family values and behaviors on the academic achievement and persistence of Indochinese students, Mitrsomwang, Hawley, , 1993

138. Parent and child correlations of parental modernity. In I. E. Sigle(Ed.), Parental belief systems: The psychological consequences for children, Edgerton, Schaefer, "Parent and child correlations of parental modernity. In I. E. Sigle(Ed.), , 1985

139. Components of students' self-related cognitions. Montreal, Canada: Paper presented at the meeting of the American Educational Research Association, Soars, "Components of students' self-related cognitions. Montreal, , 1983

140. The effect of personal biases on syllogistic reasoning: Rational decisions from representations. In R. Revlin and R. E. Mayer(Eds.), Human reasoning, Revlin, Leirer, "The effect of personal biases on syllogistic reasoning: Rational decisions from representations. In R. Revlin and R. E. Mayer(Eds.), , 1978

141. Homework-focused parenting practices that positively affect student achievement. In N. F. Chavkin(Ed.). Families and schools in a pluralistic society, Clark, , 1993

142. Teacher belief and children's achievement self-perception : A developmental perspective. In D. H. Schunk, & J. L. Meece(Eds.). Student perceptions in the classroom, (pp95-121), Harold, Wigfield, "Teacher belief and children's achievement self-perception : A developmental perspective. In D. H. Schunk, , 1992

143. Differential effects of family processes and SES on academic self-concepts and achievement of gifted Asian American and gifted caucasion high school students: The effects of home environment on academic achievement. From http://www.eric.ed, Verna, Campbell, , 2000