중학생의 수학적 환경에 따른 수학불안 및 흥미도와 수학성취의 차이
Middle school students' mathematics anxiety, interest and achievement difference according to mathematical environment
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The purpose of this paper is to investigate the differences of the mathematics anxiety, interest andachievement according to the mathematical environment in middle school students and to find out whichmathematical environment causes have more influence on mathematics anxiety, interest and achievement andhow much it is. For this purposes, the problem of this study as follows: Firstly, are there any relationship amongmathematical environment, mathematics anxiety, interest and achievement? Secondly, are there mathematicalenvironment predict to mathematical anxiety, interest and achievement? Thirdly, are there any differences in themathematics anxiety, interest and mathematical achievement according to mathematical environment level? Thesubjects of this study consisted of 274 students(boy: 134, girl: 140) selected from a class of unit, in middleschools located in Seoul, Korea. In this study, mathematical environment test(Jung, 2002) for students'mathematical environment and Huh(1996)'s mathematics anxiety scale was used for anxiety and interest. Thecollected data were analyzed by using the 23.0 SPSS program. The data were also tested by using the t-test,correlation and multiple regression. The major results of this study were as follows: First, mathematicalenvironment, mathematical anxiety, interest and achievement have significantly relationship each other. Secondly,the multiple regression analyses demonstrated that the mathematical environment's sub factors were thesignificant predictors of the mathematics anxiety, interest and achievement. Thirdly, mathematics anxiety, interestand achievement have significantly difference according to the mathematical environment level.
Abstract
The purpose of this paper is to investigate the differences of the mathematics anxiety, interest andachievement according to the mathematical environment in middle school students and to find out whichmathematical environment causes have more influence on mathematics anxiety, interest and achievement andhow much it is. For this purposes, the problem of this study as follows: Firstly, are there any relationship amongmathematical environment, mathematics anxiety, interest and achievement? Secondly, are there mathematicalenvironment predict to mathematical anxiety, interest and achievement? Thirdly, are there any differences in themathematics anxiety, interest and mathematical achievement according to mathematical environment level? Thesubjects of this study consisted of 274 students(boy: 134, girl: 140) selected from a class of unit, in middleschools located in Seoul, Korea. In this study, mathematical environment test(Jung, 2002) for students'mathematical environment and Huh(1996)'s mathematics anxiety scale was used for anxiety and interest. Thecollected data were analyzed by using the 23.0 SPSS program. The data were also tested by using the t-test,correlation and multiple regression. The major results of this study were as follows: First, mathematicalenvironment, mathematical anxiety, interest and achievement have significantly relationship each other. Secondly,the multiple regression analyses demonstrated that the mathematical environment's sub factors were thesignificant predictors of the mathematics anxiety, interest and achievement. Thirdly, mathematics anxiety, interestand achievement have significantly difference according to the mathematical environment level.
참고문헌 (33)
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