PISA 2012 수학 성취도를 설명하는 학생의 정의적 특성 및 교사 특성 분석을 위한 다층 구조방정식모형의 적용

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 19권 / 1호
· 저자명 : 이현숙, 송미영

목차

I. 연구의 필요성 및 목적
II. 이론적 배경
III. 연구 방법
IV. 연구결과
V. 논의 및 결론
참고문헌

초록

본연구에서는PISA 2012 수학성취도를설명하는변인들중학생의정의적특성과수학교사의
특성들을비롯한수학관련맥락변수들을중심으로구조적관계를설정하고, 데이터의다층적속
성을반영하기위하여학생수준및학교수준변인들을구분하여수학성취도에미치는영향을파악
하는다층구조방정식모형분석을수행하였다.먼저수학성취도를설명하는학생수준변인으로는
부모의사회경제문화지위를통제한상태에서,학생이수학에대해가지는내적동기와도구적동
기,부모의수학적견해에대한인식,문제해결을위한끈기와개방성,수학적자아효능감,그리고
수학학습에관한장?단기적계획으로서수학활동참여와미래의수학학습계획등의 직?간접
효과를고려하였다.학교수준에서는해당학교의수학교육여건이반영된수학교사1인당학생수,
수학교사의수업행동에대한학생들의인식,그리고교사들의사기와열의등이학교수준의수학
성취도에미치는영향을고찰하였다.설정된연구모형의적합도는양호하였으며,이에따라다음
과같은결과를도출하였다.학생수준에서수학성취를설명하는가장영향력있는변인은수학적
자아효능감과 문제해결 특성이었으며, 수학에 대한 도구적 동기가 높고 부모가 수학의 중요성에
대해높게인식하는학생일수록,그리고미래에수학관련학업이나직업계획을가지고있는학생
일수록수학성취도가높게나타났다. 수학에대한내적동기는수학성취를유의미하게예측하지
않았으나,수학내적동기의경우수학활동참여와수학학습계획을통한간접효과가상대적으로높
게 나타났다. 학교수준에서는 수학교사 1인당 학생수가 적을수록 학교의 수학 성취가 높았으며,
수학교사가학생들의학습을지원하고, 수학수업에서인지활성화 활동을많이하며, 수업을 잘
통제할수록수학성취도가높았다.또한그학교교사들의전반적인사기와열의수준이높을수록
수학성취도가높은것으로나타났다.이러한연구결과에기초하여수학성취도향상을위한교육
개선사항을제안하였다.

영어초록

This study investigated the relationships between math-related context variables and
students’ mathematics literacy on PISA 2012 based on multi-level SEM analyses. Student-level
variables considered in this study include students’ intrinsic and instrumental motivations in
learning math, subjective norms in math, perseverance and openness to problem solving,
self-efficacy in mathematics, participation in math-related activities, and intention to study math
or work in the field in the future, after controlling for parents' socio-economic status.
School-level variables include math-teacher-to-student ratio, students' aggregated perceptions
about teaching behaviors of math teachers, and principals’ perceptions about the overall level
of morale and enthusiasm of teachers. The results of this study show that self-efficacy in
mathematics and problem-solving dispositions were the two most influential factors in
explaining math performance. At the student level, students possessing higher instrumental
motivation in math, with more favorable subjective norms with respect to math study, tended
to participate more actively in math-related activities and to have long-term plans for exploring
math-related careers in the future, and finally to have higher performance in math. Intrinsic
motivation in math did not have a significant direct effect on math performance, but had
significant indirect effects through participation in math-related activities and long-term plans
for exploring math-related careers in the future. At the school level, schools with a low
math-teacher-to-student ratio tended to achieve higher math performance. School-level math
performance also increased as students perceived their math teachers as being supportive,
possessing good class management skills, and facilitating students' cognitive activation. The
overall level of teacher morale and enthusiasm also positively predicted math performance.

참고자료

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