고등학생의 수학성취도와 가정배경 요인의 구조적 관계 분석
Structural Relations between High School Students' Family Background Factors and Mathematics Achievement
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이 연구는 부모의 교육수준, 경제수준, 부모관여와 같은 가정배경 요인이 수학 성적에 미치는 영향을 파악하였으며, 가정배경 변수들의 수학성적에 대한 영향력을 비교하고, 경로 구조를 밝히는 데에 초점을 두었다. PISA 2000의 수학 및 읽기 검사에 참여한 우리나라 고등학생의 수학 검사 성적 자료를 사용하였으며, 표본으로는 2,769명의 학생들이 분석되었다. 분석한 결과로는 첫째, 부모관여가 수학 성취에 미치는 총 효과의 크기가 부모의 교육수준 및 경제수준에 따른 영향력의 총 효과 보다 큰 것으로 나타났다. 둘째, 수학성취 모형에서 부모의 교육수준이 부모관여에 미치는 효과의 크기가 경제수준이 부모관여에 미치는 효과의 크기보다 큰 것으로 밝혀졌다. 셋째, 부모의 교육수준과 경제적 지위는 각각 부모관여를 매개로 하여 수학 성취에 간접적인 영향을 미치는 것으로 나타났다. 넷째, 부모관여는 내재적 동기와 과외학습을 각각 매개로 하여 수학 성취에 간접적인 영향을 미쳤다.
Abstract
This study explores the structural effects of home background factors such as parental educational level, parental income level and parental involvement on high school students' mathematics achievement. This study focuses on investigating the underlying structural relationship within prediction variables.This study analyzed 2,769 Korean high school students' mathematics achievement by utilizing the data from Korean high school students who participated mathematics and reading tests in the Programme for International Student Assessment 2000 (PISA 2000). The findings are as follows.First, the result of the structural equation model shows that the parental involvement variable has a larger total effect on students' mathematics achievement than the total effect of inherited factors such as the parental income level and the education level. Second, this study empirically identifies that the parental education level has a larger impact on parental involvement than the income level in the mathematics achievement model.Third, the education level or the income level has an indirect effect on students' mathematics achievement by being mediated by parental involvement. Fourth, being mediated by intrinsic motivation or extra-curricular learning activities, parental involvement has an indirect effect on students' mathematics achievement.The findings of this study imply that policy makers should consider school-level strategies or educational policies that reduce the causal effect of parental socioeconomic status on student achievement. It would provide low-socioeconomic status students with improved achievement.
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