대학생의 인지적 참여 잠재프로파일에 따른 학습성과 차이 검증
Analysis of cognitive engagement profiles and their impact on academic outcomes among university students
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초록
본 연구는 대학생의 인지적 참여 유형 분류 및 집단 구분을 예측하는 요인을 살펴보고, 잠재계층에 따른 학업성과차이를 살펴보는 것을 목적으로 하였다. 이를 위해 잠재프로파일 분석을 활용하여 개인 변인, 대학 기관 특성, 교육경험등이 집단 분류에 미치는 영향을 분석하였으며, 각 집단 간 학업성과 차이를 비교하였다. 연구결과, 학생의 인지적참여 프로파일은 최저집단, 저집단, 중집단, 고집단의 네 가지 유형으로 분류되었다. 성별, 학년, 전형유형, 고등학교평균 내신성적, 전공계열 등의 개인 변인이 집단 분류에 영향을 미치는 것으로 나타났다. 또한, 협력적 학습경험과전공 및 교양수업 만족도가 높은 학생일수록 인지적 참여 수준이 높은 집단에 속하는 경향을 보였다. 그리고 인지적참여 정도가 높을수록 높은 학점을 보고하였다. 이를 바탕으로, 대학에서는 학생들의 인지적 참여를 증진시키기위해 입학 전 학업준비도가 낮은 학생들을 위한 맞춤형 지원 프로그램 마련, 협력적 학습 환경 조성, 그리고 교육의질 향상을 위한 제도적 노력이 필요함을 제언하였다. 또한, 학생들의 학습 패턴을 주기적으로 모니터링하고 평가하는체계를 구축하여 학생 성공을 위한 환경을 조성해야 할 필요성이 있음을 제시하였다.
Abstract
This study aimed to explore the profiles of cognitive engagement among university students, analyze factors predicting group classification, and examine differences in academic outcomes across latent classes. Latent profile analysis was employed to classify students' cognitive engagement profiles. The impact of individual variables, institutional characteristics, and educational experiences on group classification was analyzed. Additionally, academic outcomes were compared across groups. Four distinct profiles of cognitive engagement were identified: lowest, low, medium, and high engagement groups. Individual variables such as gender, academic year, admission type, high school GPA, and major field influenced group classification. Students with higher collaborative learning experiences and greater satisfaction with major and general education courses were more likely to belong to higher cognitive engagement groups. Higher levels of cognitive engagement were associated with better academic performance. Based on the findings, this study suggests that universities need to implement multifaceted efforts to enhance students' cognitive engagement. Specifically, tailored support programs for students with lower pre-college academic preparation, fostering collaborative learning environments, and institutional efforts to improve educational quality are recommended. Furthermore, universities should establish systems to regularly monitor and evaluate students' learning patterns to create an environment conducive to student success.
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