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영재와 평재의 지적능력신념 형성에 영향을 미치는 환경 요인 탐색 - 아동이 지각한 부모와 교사의 지적능력신념 및 지지, 성취압력, 교실성취목표를 중심으로-

Predictors of Implicit Theories of Intelligence of the Gifted and Nongifted Elementary Students

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초록

본 연구는 영재와 평재의 환경 요인이 그들의 지적능력신념 형성에 어떠한 영향을 미치는지 아동이 지각한 부모와 교사의 지적능력신념 및 지지, 성취압력, 교실성취목표를 중심으로 탐색하고자 하였다. 본 연구의 최종 자료 분석대상은 대전과 대구광역시에 소재한 8개 학교 468명(일반학생 278명, 영재학생 190명)이었으며, 이들은 지적능력신념 점수를 기준으로 평재-향상가능성(93명), 평재-항상성(195명), 영재-향상가능성(92명), 영재-항상성(98명) 4집단으로 구분되었다. 연구문제 해결을 위하여 수집된 자료는 변인 간 상호관련성 분석을 위한 상관분석과 영재와 평재의 지적능력신념 하위 유형별 변인의 차이 분석을 위한 다변량분석 그리고 영재와 평재의 지적능력신념에 대한 환경 요인의 영향력 탐색을 위한 이항 로지스틱 회귀분석을 실시하였다. 연구결과, 영재와 평재의 지적능력신념은 아동이 지각한 부모와 교사의 지적능력신념과 정적상관을 보였고 아동의 지적능력신념은 부모지지, 교사지지 요인과 정적상관이었다. 또한 다변량 분석 결과, 영재-향상가능성과 평재-향상가능성 집단이 아동이 지각한 부모와 교사의 지적능력신념 및 부모지지, 교사지지 및 교실숙달목표 요인에서 영재-항상성과 평재-항상성 집단보다 높은 점수를 보였다. 마지막으로 이항 로지스틱 회귀분석 결과, 본 연구에서 투입한 요인이 평재-향상가능성과 평재-항상성 집단을 예측할 확률은 78.2%이었으며, 부모의 지적능력신념, 부모지지 및 교실의 숙달목표 요인이 유의미한 영향을 미치는 것으로 나타났다. 이와 더불어 본 연구에서 투입한 요인이 영재-향상가능성과 영재-항상성 집단을 예측할 확률은 78.9%이었으며, 부모와 교사의 지적능력신념 및 숙달목표 요인이 유의미한 영향을 미치는 것으로 나타났다.

Abstract

This study was to identify predictors of the children' incremental theory among parents and teachers’ incremental theory, parents and teachers support, achievement pressure, and classroom goal structures according to their intellectual ability. 92 children were classified as gifted-incremental theorist, 98 children as gifted-entity theorist, 93 children as nongifted-incremental theorist, 195 children as nongifted-entity theorist based on giftedness test and measure of intelligence beliefs. Data were analyzed by correlation analysis, a multivariate analysis of variance and binary logistic regression analysis. The findings showed that the children' incremental theory was positively related to parents and teachers’ incremental theory, parents support and teachers support. In general, incremental theorists more perceived parents and teachers’ incremental theory, mastery goal structure and received more parents support and teachers support. A binary logistic regression analysis showed 78.9% of the gifted in the study was accurately classified as either incremental theorists or entity theorists with respect to parents and teachers’ incremental theory, mastery goal structure. And 78.2% of the nongifted adolescence was accurately classified as either incremental theorists or entity theorists with respect to parents’ incremental theory, parents support, mastery goal structure.

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