읽기 효능감과 쓰기 효능감, 읽기 상위인지와 쓰기상위인지 상관 관계 연구
Correlation of self-efficacy and that of metacognition in reading and writing
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읽기와 쓰기 효능감, 읽기와 쓰기 상위인지의 관계를 분석하여 읽기 및 쓰기에 관한 통합적 접근 방향을 제시하고자 이 연구를 시행하였다. 연구의 결과는 아래와 같다. 첫째, 읽기 효능감 및 쓰기 효능감의 평균은 거의 유사하였다. 다만 쓰기 효능감의 평균이 읽기에 비해 조금 낮은 것으로 나타났다. 읽기 상위인지와 쓰기 상위인지의 평균도 유사한 수준이었으나 쓰기 상위인지의 평균이 약간 낮았다. 둘째, 읽기 효능감에서는 '사회적 피드백', 쓰기 효능감에서는 '활동 시작', '쓰기 상위인지에서는 '조직'의 평균이 가장 낮았다. 셋째, 읽기와 쓰기 효능감은 .706의 높은 상관도를 나타냈다. 넷째, 남학생과 여학생 모두 읽기 효능감 하위 요인과 쓰기 효능감 하위 요인들의 상관은 대부분 유의하였다. 다섯째, 읽기 상위인지와 쓰기 상위인지의 상관도는 .798로 매우 높았다. 여섯째, 읽기 상위인지와 쓰기 상위인지 하위 요인은 남학생과 여학생 모두 전(全)영역에서 유의미한 상관을 보였다. 읽기 및 쓰기 효능감, 읽기 및 쓰기 상위인지의 상관 관계에 대한 구체적인 정보를 바탕으로, 읽기와 쓰기에 교육에 관한 다양한 접근을 통해 교육의 효과를 증진시킬 수 있도록 해야 할 것이다.
Abstract
This study aimed to suggest an integrated approach on reading and writing education by analyzing the relationship between reading and writing self-efficacy as well as between reading and writing metacognition. First, means of reading self-efficacy and writing self-efficacy were similar each other, but writing self-efficacy was slightly lower than reading one. In addition, comparing those of reading and writing metacognition, we were able to observe the same trend, that writing metacognition was slightly lower than reading one. Second, the averages of ‘social feedback’ in reading self-efficacy, ‘activation’ in writing self-efficacy, and ‘organization’ in writing metacognition represented the lowest mark compared to the other sub-factors each. Third, both of reading and writing self-efficacy revealed a strong correlation of .706. Fourth, the correlation between sub-factors of reading self-efficacy and those of writing self-efficacy for both boys and girls was mostly statistically significant. Fifth, the correlation between reading and writing metacognition was very strong as much as .798. Finally, all sub-factors of reading and writing metacognition for both male and female students displayed significant correlation. Based on specific information that both self-efficacy and metacognition between reading and writing respectively revealed strong correlation, we had to pursue diverse integrated approach in education so that we might fortify the effectiveness of reading and writing education.
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