집행기능 곤란과 학업 성취도의 관계: 학교생활 적응과 학습 효능감의 순차 매개효과
The Relationship between Executive Function Difficulty and Academic Achievement: Sequential Mediating Effects of Adaptation to School Life and Learning Efficacy
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이 연구는 집행기능 곤란과 학업 성취도의 관계에서 학교생활 적응과 학습 효능감의 순차 매개효과를 종단적으로 확인하기 위한 목적에서 수행된 실증적 연구이다. 이를 위해 한국 아동 패널의 원시자료를 활용하여 초등학교 시기의 집행기능 곤란과 학교생활 적응, 중학교 시기의 학습 효능감과 학업 성취도에 대한 누락 응답이 없는 552명의 자료를 추출하고 SPSS 26.0과 AMOS 26.0 프로그램을 활용하여 분석을 수행하였다. 주요 결과는 다음과 같다. 첫째, 집행기능 곤란이 적을수록, 학교생활 적응이 높을수록, 그리고 학습 효능감이 높을수록 학업 성취도 증가 경향이 나타났다. 둘째, 집행기능 곤란과 학업 성취도의 관계에서 초등학교 학교생활 적응과 학습 효능감의 종단적 순차 매개효과가 유의하였다. 이러한 결과를 토대로 본격적인 학업을 시작하는 중등교육의 첫 시기에 해당하는 중학교 1학년 학생의 학업 성과 증진을 위해서는 단순히 현재 학업적 몰입이나 성과 중심의 학습만을 유도하는 데 집중하는 것으로부터 교육목표의 시선을 돌려야 할 필요가 있음을 확인했다. 즉 초등학교 시기부터 순차적으로 자기 조절과 통제력을 기르고, 이후 이러한 역량을 학교생활에 잘 적응하는 데 활용하게 도움으로써 중학교 진학 이후 높은 학습 효능감을 발현하도록 하는 교육 환경의 조성이 학업 성취의 증진에 있어 중요하게 다루어질 필요가 있음을 논의했다.
Abstract
This study is an empirical study conducted to confirm the sequential mediating effect of school life adaptation and learning efficacy longitudinally in the relationship between difficulty in execution function and academic achievement. To this end, using raw data from the Korean Children's Panel, 552 data points with no response to executive function difficulty and adjustment to school life in elementary school, learning efficacy, and academic achievement in middle school were extracted and analyzed using SPSS 26.0 and AMOS 26.0 programs. The main results are as follows: First, the less difficulty in execution function difficulty, the higher the adaptation to school life, and the higher the learning efficacy, the higher the academic achievement. Second, in the relationship between difficulty in execution function difficulty and academic achievement, the longitudinal sequential mediating effect of adaptation to school life and learning efficacy was significant. Based on these results, it was discussed that it is necessary to turn the focus of the educational goal from simply focusing on inducing academic commitment or outcome-oriented learning in order to improve the academic performance of first-year middle school students in the first period of secondary education. In other words, it is important to address the development of an educational environment that enables students to express a high sense of learning efficacy after entering middle school by sequentially developing self-regulation and control in elementary school and then using these capabilities to adapt well to school life.
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