초등학생의 정의적 특성, 학습접근책 및 학업성취와의 관계: 경로모형을 중심으로

Abstract

본 연구에서는 학습자의 정의적 특성변인과 학습접근책, 및 학업성취간의 상호관련성을 살펴보고, Biggs (1987)의 3P모형을 토대로 학업성취에 영향을 끼치는 정의적 특성변인과 학습접근책 유형을 밝혀보고자 하였다. 학습자의 정의적 특성변인으로 지적능력에 대한 신념, 통제소재, 및 자기효능감을 중심으로 살펴보았으며, 학습접근책 유형 중 구분이 명확한 심층적 접근책과 피상적 접근책을 살펴보았다. 또한 학업성취 변인으로는 이들의 중간고사와 기말고사 성적을 살펴보았다. 본 연구는 초등학교 6학년 학생 291명을 대상으로 하였다. 본 연구결과, 정의적 특성 변인들 간에는 긍정적으로 유의미한 상호관련성이 있는 것으로 나타났으며, 이들 정의적 특성변인들은 학습접근책 유형에 유의미한 영향을 끼치는 것으로 나타났다. 심층적 접근책은 정의적 특성변인 모두에 의해 긍정적으로 유의미한 영향을 받아 학업성취에 직접적인 영향을 주는 것으로 나타났다.

This study was to explore the causal relationship between students' affective characteristics, approach to learning, and academic achievement. Subjects were 291 grade six students in a city, Korea. Their average age was 12 years. As measures of their affective characteristics, Locus of control, one's beliefs about intellectual ability, and self-efficacy were examined. Moreover, measures of approach to learning and academic achievement were administered to the participants. Structural equation modeling techniques were used to test the relationships among the variables. It was found that both self-efficacy, locus of control and one's beliefs about intellectual ability influenced their academic achievement via deep approach to learning. It was also observed that their beliefs about intellectual ability influenced their academic achievement. Among the affective characteristics, only self-efficacy negatively influenced surface approach to learning. However, surface approach did not show direct or indirect effect on their academic achievement. Deep approach to learning and one's beliefs about intellectual ability showed significant direct effects on academic achievement. The results basically supported Biggs' 3P model: students' affective characteristics had significant contributions to learning approach, while learning approach had a significant contribution to their academic achievement.