성적우수집단의 시험불안 수준과 자기주도적 학습태도에 관한 연구- 중학교 1학년 학생을 대상으로 -
Test Anxiety Level and Self-Regulated Learning Attitude of the Middle School Students in High Level of School Achievement
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본 논문은 한국교육개발원의 제 1 차 한국교육종단연구의 자료를 사용하여 상위권 학습자의 자기주도적 학습태도와 시험불안과의 관계를 분석하였다. 이를 위하여 연구에서는 상위 10%에 속하는 중학교 1학년 성적 우수 집단의 시험불안수준을 상하 수준으로 구분한 뒤 이들 두 집단의 구분에 영향을 미치는 변인이 무엇인가를 알아보았다. t-검정을 통한 두 집단간의 비교와 로지스틱 회귀분석을 통한 개인, 가정 및 학교변인의 영향력을 분석하였다.
Abstract
This paper examined the relationship between the level of test anxiety and self-regulated learning attitude of the middle school students with high school achievement, using the Korea Education Longitudinal Study (1st) data. For this, the author selected top 10 percent of the first year middle school students by their school records, divided them into two groups by their text anxiety level, and examined the possible factors that affected this variation. The variation between the two groups was analyzed by t-test, and in order to analyze the impact of personal, family, and school variations, logistic regression analysis was conducted. The result tells us that the higher the level of self-efficacy and the strong the positive academic self concept, they are more likely to belong to low level test anxiety group. On the contrary, the more students prefer competitive learning and the more students think that their parents are authoritative, they are more likely to belong to high level test anxiety group. In addition, the more the parent involvement on their children's learning, the students are more likely to belong to high level test anxiety group. The result implies that competition oriented learning could not encourage students to develop their autonomous learning ability and strengthening learning motivation. It also tells us that parents' excessive and authoritative involvement in children' learning could accelerates this problem.