고등학생이 설정한 성취목표 유형이 인지전략 사용과 지각된 수업이해도에 미치는 영향: 경로분석
A Path Analysis of High School Students' Achievement Goal Orientation on Their Use of Cognitive Strategies and Perceived Understanding of Mathematics
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본 연구의 목적은 한국교육종단연구 4차년도 자료를 활용하여 고등학생들이 학습맥락에서 설정한 성취목표와, 인지전략의 사용, 그리고 학습자가 지각한 수업이해도와 같은 학습결과들 간에 관계들을 종합적으로 고찰하고, 그 인과관계에 대한 경로를 검증하고자 하는데 있다. 이 목적을 위해 선행연구 고찰을 통해 두 가지 성취목표 유형과 세 가지 인지전략은 수업이해도에 직접적인 영향을 주는 동시에 숙달목표는 피상적인 인지전략인 시연을 통해서, 수행목표는 심층적인 인지전략인 부호화를 통해서도 영향을 주는 것으로 설정하였다. 또한 메타인지를 시연과 부호화전략을 매개하는 변인으로 가정하여 가설적인 경로 모형을 설정하였다. 고등학교 1학년 학생 5,910명을 대상으로 수집된 자료를 EQS를 활용하여 경로 분석한 결과는 다음과 같다. 첫째, 성취목표의 두 가지 유형과 세 가지 인지전략 사용, 그리고 지각된 수업이해도의 변인들 간에는 유의미한 상관이 있는 것으로 확인되었다. 둘째, 이들 변인들 간의 가설적 경로 모형에 LM 테스트를 통해 경로를 하나 추가함으로써 적합한 경로 모형이 도출되었다. 셋째, 시연, 부호화, 메타인지, 그리고 수업이해도에 이르는 경로에는 각각의 유의미한 효과와 설명량이 있는 것으로 나타났다. 이러한 결과에 대한 몇 가지 논의점과 더불어 그것이 학교학습에 주는 시사점 및 연구의 의의를 기술하였다.
Abstract
The purpose of the study is to identify the relationship among the variables related the high school students' achievement goal orientation, the use of cognitive strategies and their perceived understanding of mathematics, and verify the path model of causal relationship among those variables by applying the resources from the Korea Education Longitudinal Study 2005(Ⅳ) (KELS:2005(Ⅳ)) conducted by the Korean Educational Development Institute. Based on the theoretical rationale, the researchers hypothesized that the two achievement goal orientation and the three cognitive strategies directly influence upon the perceived understanding as well as that mastery goal influences on the perceived understanding via the rehearsal which is one of the cognitive strategies and performance goal influences on the perceived understanding by way of coding which is also one of the cognitive strategies. The researchers also hypothesized a path model including the metacognition as a intermediate variable for rehearsal and coding strategies. 5,910 samples of the high school students' data were analyzed using EQS version 6.0 and the main results of the path analysis are as follows; Firstly, it was shown that the two achievement goal orientation, the three cognitive strategies and the perceived understanding were significantly correlated each other in whole pairs. Secondly, an appropriate path model was found with the addition of a path on the hypothetical path model through the LM test. Thirdly and the last, it was shown that there were significant effects and related power value on each path toward rehearsal, coding, metacognition and the perceived understanding of mathematics.
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