수학과 영어교과에서의 학습동기, 학업참여 및 학업성취 간 구조적 관계

우연경; 김성일

서지반출

국문초록

이 연구에서는 학업참여와 학업성취에 영향을 미치는 학습동기인 자기효능감과 유용가치, 상황적 흥미 변인들 간의 구조적인 관계를 살펴보았다. 특히, 학습동기 변인은 영역 특수적인 특성을 지니고 있으므로 수학과 영어 교과별로 구조적인 관계에 차이가 있는지 비교하고자 하였다. 연구 결과, 학업참여와 학업성취에 대한 자기효능감, 유용가치와 상황적 흥미의 구조적 관계는 수학과 영어 교과에서 차이가 나타났다. 학업참여와 학업성취에 대한 자기효능감의 예측력은 수학과 영어에서 유사한 반면, 유용가치의 예측력은 교과에 따라 차이가 나타났다. 수학 교과에서는 유용성을 높게 지각하는 것이 학습참여나 학업성취를 직접적으로 예측하지 못하였으나 영어 교과에서는 유용성 지각이 학업참여를 직접적으로 예측하였다. 또한, 학업참여에 대한 상황적 흥미의 매개효과는 두 교과에서 모두 유의한 것으로 확인되어, 영어에 대한 유용가치는 학업참여를 직?간접적으로 예측하는 반면 수학에 대한 유용가치는 상황적 흥미를 매개로 학업참여를 간접적으로만 예측하는 것으로 나타났다. 연구결과를 바탕으로 교과 특성에 따라 학업참여와 성취에 영향을 미치는 학습동기 변인들의 중요성을 논의하였다.

영문초록

The purpose of the study is to examine the structural relationship among academic motivation for enhancing students’ engagement and achievement. Present study determined expectancy-value and interest as motivational factor and investigated how students’ self-efficacy and utility value and situational interest would differently predict their engagement and achievement across domain. This study tested with 191 high school students and structural equation modeling analysis was used to test the research model. Results showed that self-efficacy directly predict engagement and achievement. However, utility value has different predictive pattern between mathematics and English. Perceived utility value did not predict engagement and achievement in math, whereas perceived utility value has prediction to engagement in English. Furthermore, situational interest had an mediation effect on learning engagement. These findings has theoretical implication for enhancing learning engagement by promoting academic motivation.

키워드

학업참여 학업성취 학습동기 자기효능감 유용가치 상황적 흥미 learning engagement academic achievement academic motivation expectancy-value situational interest

참고문헌 (58건)

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