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영재와 일반학생의 학업적 자아개념과 학업성취 간의 관계에 미치는 학업노력의 매개효과

The mediating effects of academic effort of gifted and general students on the relation of academic self-concept to academic achievement

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한국영재학회 (The Korean Society For The Gifted)|2019.03|영재교육연구 (Journal of Gifted/Talented Education)|제29권 제1호|pp. 83-101|DOI 10.9722

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참고문헌

키워드

학업성취다집단 분석영재Academic AchievementGifted StudentsAcademic Self-ConceptMultigroup Analysis학업노력학업적 자아개념Academic Effort
주제분류교육학

초록

본 연구의 목적은 다집단 분석의 방법을 사용하여 영재와 일반학생의 학업적 자아개념과 학업성취 간의 관계에 미치는 학업노력의 매개효과를 검증하는 것이다. 이를 위해 본 연구는 ‘한국교육종단연구 2005’의 3차년도 조사에 참여한 영재학생 165명과 경향성 점수 매칭을 통해 영재학생과 성별, 전년도의 학업성취도, 가정의 사회·경제적 지위가 유사하게 선정된 일반학생 165명의 자료를 분석하였다. 연구변인 간 관계에 대한 구조모형을 비교한 결과 학업적 자아개념이 학업노력에 미치는 효과는 영재와 일반학생의 두 집단 모두에서 유의미했으나, 이 효과는 일반학생보다 영재학생의 경우에 유의미하게 더 컸다. 한편, 학업노력이 학업성취에 미치는 효과는 일반학생의 경우에는 유의미했으나, 영재학생의 경우는 유의미하지 않았다. 마지막으로 학업노력이 학업적 자아개념과 학업노력 간의 관계에 미치는 매개효과는 일반학생의 경우 유의미한 반면, 영재학생의 경우에는 유의미하지 않았다. 이상의 연구 결과를 바탕으로 연구변인 간의 관계에 대한 논의 및 후속연구를 위한 제언을 제시하였다.

Abstract

The purpose of this study, using multigroup analysis of structural equation modeling, was to test the mediating effect of academic effort on the relationship between academic self-concept and academic achievement for gifted and general students. For this, the data of the 165 gifted and 165 general middle school students were analyzed. These students were chosen from the 3rd year survey of ‘Korean Educational Longitudinal Study 2005’, and the general students were chosen to have similar characteristics to those of the gifted students in terms of gender, previous year's academic achievement, and SES through the propensity score matching. The results showed that the effect of academic self-concept on academic effort was significant in both groups of gifted and general students, but the effect was significantly larger in gifted students than in general students. The effect of academic effort on academic achievement was significant for general students, but not for the gifted students. The mediating effect of academic effort on the relation between academic self-concept and academic achievement was significant for general students, but not for gifted students. Based on the above findings of the study, several issues on the relationships among research variables were discussed, and directions for future research were proposed.

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