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과제 난이도가 초등 수학 영재의 인지 욕구와 위험 감수 성향에 따라 과제 흥미와 수행에 미치는 영향

The Effects of Mathematically Gifted Elementary Students’ Perceived Task Difficulty on Task Interest and Performance: Focused on the Effects Moderated by Need for Cognition and Risk-taking Propensity

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주제분류교육학

초록

본 연구의 목적은 수학 영역에서 어려운 과제를 수행할 때 영재 학생의 흥미와 수행 수준을 향상시킬 수 있는 개인의 심리적 특성이 무엇인지 탐색하는 것이다. 이에 영재 학생에게 해당 학년의 수학과 교육과정에서 어려운 과제와 쉬운 과제를 제공하고 개인의 인지 욕구와 위험 감수 성향의 수준에 따라 과제 흥미와 수행이 어떻게 달라지는지 살펴보았다. 실험에는 서울시 교육청 수학 영재교육원 초등학교 5, 6학년 학생 174명이 참여했으며 참여자들은 어려운 과제 집단과 쉬운 과제 집단에 무선 할당되었다. 이 중 155명을 대상으로 다중회귀분석을 실시하였다. 분석 결과, 초등 시기의 수학 영재는 어려운 과제를 수행할 때 일반 학생들처럼 과제 흥미와 수행 점수가 낮은 것으로 나타났다. 그러나 인지 욕구가 높은 영재는 어려운 과제에서도 쉬운 과제만큼 과제 흥미를 높은 수준으로 유지하는 것을 확인하였다. 특히 여학생 집단에서 인지 욕구가 높은 영재는 어려운 과제에서도 수행 점수가 유의미하게 높은 것으로 나타나 영재 교육의 입문기인 초등 수학 영재 교육에서 인지 욕구의 중요성을 시사하였다. 또한, 위험 감수 성향은 과제 난이도가 과제 흥미와 수행에 미치는 영향을 유의미하게 조절하지 않았는데, 이는 본 연구의 초등 수학 영재 집단이 높은 창의적 성향보다는 학업 우수아의 특성을 가진다는 점을 시사한다.

Abstract

This study aimed to investigate the psychological characteristics of elementary gifted students that contribute to their interest and performance in challenging mathematical tasks. We examined how task difficulty influences task interest and achievement based on individuals' levels of need for cognition and propensity for risk-taking. Both difficult and easy tasks were incorporated within the standard grade-level curriculum, and subsequent to their completion, task interest and performance were assessed. A total of 174 fifth and sixth-grade students from the Seoul Metropolitan Office of Education Mathematics Gifted Education Center participated, randomly assigned across experimental conditions. Findings indicated that, despite being mathematically gifted, elementary students exhibited low interest and performance in challenging tasks. However, those with a high need for cognition sustained a high level of task interest even during challenging tasks, akin to their counterparts in the easy task group. Additionally, within the female cohort, a significant moderating effect of need for cognition was observed in the relationship between task difficulty and performance. Contrarily, risk-taking propensity did not significantly moderate the impact of task difficulty on task interest and performance. This suggests that the gifted student cohort from the educational board displays attributes more aligned with academic excellence rather than higher creative tendencies compared to their peers in general education settings.

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