본문 바로가기 주메뉴 바로가기
22대 대한민국 국회 국회정보길라잡이 국회의원검색
회원가입 로그인
HOME

정보검색

소장정보 검색

국회도서관 홈으로 정보검색 소장정보 검색
결과 내 검색 동의어 포함
결과 내 검색 동의어 포함

-

초록보기

본 연구는 경기교육종단연구(GEPS)의 2015년(중1)부터 2017년(중3)까지의 자료를 자기회귀교차지연모형에 적용하여 학업스트레스, 수학자기효능감, 수학수업참여의 종단적 관계와 성취수준에 따른 차이를 검증하였다. 연구결과, 성취 상·하위집단 모두 학업스트레스, 수학자기효능감, 수학수업참여가 시간의 경과에 따라 안정적인 것으로 나타났다. 그리고 상위집단은 학업스트레스가 수학자기효능감을 매개하여 수학수업참여에 부적 영향을 미치는 반면, 하위집단은 학업스트레스가 수학수업참여를 매개하여 수학자기효능감에 정적인 영향을 미쳤다. 이는 학업스트레스가 학습자의 성취수준에 따라 차별적으로 작용하고 있음을 의미하는 것으로, 수학교사는 이와 같은 특성을 교수·학습전략에 반영하여 학생들의 수학자기효능감 향상 및 수학수업참여에 도움을 주어야 할 것이다.

This study aims to examine the differences in the longitudinal relationship between academic stress, mathematics self-efficacy, and engagement in mathematics class according to the math achievement level. According to the results, academic stress, math selfefficacy, and math class engagement were stable over time for the high and low groups. Also, In the high group, math self-efficacy had a negative longitudinal mediation effect in the influence of academic stress to math class engagement. Whereas, in the low group math class engagement had a positive longitudinal mediation effect in the influence of academic stress to math self-efficacy. This means that the academic stress affects differently according to the math achievement level, and mathematics teachers should reflect these results in their teaching/learning strategies so that students can increase their mathematics self-efficacy along with their engagement in mathematics classes.

권호기사

권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 목차
초등학교 수학 교과용 도서 선정과 관련한 교사들의 의사결정 탐색 = Elementary textbook adoption process and teacher decisions 한채린, 임웅 p. 221-237

고등학교 수학 교사 인식에 나타난 과정 중심 평가와 수행 차이 및 어려움 = Difficulties and differences in perception and performance on process-based assessment for high school mathematics teacher 오서영, 권나영 p. 239-256

학업성취도 예측 요인 분석 및 인공지능 예측 모델 개발 : Analysis of achievement predictive factors and predictive AI model development : focused on blended math classes / 블렌디드 수학 수업을 중심으로 안도연, 이광호 p. 257-271

수학 문제 해결 과정에서의 교사 담론 구조 = The structure of teacher discourse in the process of solving mathematic problems 최상호 p. 273-286

독일 아비투어(Abitur)의 수학시험 체제 및 문항 분석 = Analysis of mathematics test structures and tasks in Abitur 김성경, 이미영 p. 287-303

중학교 수학교과서에 제시된 각 개념 제시 양상 = The concept of the angle presented in the middle school mathematics textbooks 김수미, 허혜자 p. 305-322

중·고등학생의 사각형에 대한 개념 정의 이해와 개념 이미지 분석 = An analysis on concept definition and concept image on quadrangle of middle and high school students 장현석, 김명창, 이봉주 p. 323-338

예비 수학교사의 수학적 사고 중심 수업에 관한 노티싱 역량 탐색 = Pre-service mathematics teachers’ noticing competency : focusing on teaching for robust understanding of mathematics 김희정 p. 339-357

학업스트레스, 수학자기효능감, 수학수업참여에 관한 종단연구 : A study on longitudinal relationship with academic stress, math self-efficacy, and math class engagement : using auto regressive cross-lagged model / 자기회귀교차지연모형을 적용하여 송효섭, 정희선 p. 359-373

참고문헌 (43건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
1 Arbuckle, J. L., Marcoulides, G. A., & Schumacker, R. E. (1996). Full information estimation in the presence of incomplete data. Advanced structural equation modeling: Issues and techniques, 243, 277. 미소장
2 Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. 미소장
3 Cha, M. J., Kim, C. M., Kwon, H. J., Cho, H. D., Lee, J. Y., ···, Park, I. W. (2010). A development of learner participation scale in instruction. The Korean Journal of Educational Methodology Studies, 22 (1), 195-219. https://doi.org/10.17927/tkjems.2010.22.1.195 미소장
4 Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural equation modeling: a multidisciplinary journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834 미소장
5 Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural equation modeling, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5 미소장
6 Cho, H. I. (2013). The Analysis of Relationships between Academic Optimism, Learning Flow, Academic Stress, and Academic Achievement of High School Students. The Korean Journal of Educational Psychology, 27 (4), 783-803. 미소장
7 Folkman, S., & Lazarus, R. S. (1984). Stress, appraisal, and coping (Vol. 2) . springer publishing company. 미소장
8 Fredricks, J. A., & Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 미소장
9 Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for research in Mathematics Education, 20(3), 261-273. 미소장
10 Hwang, S. W., & Lew, K. H. (2018). Relationship Between Mathematics Anxiety and Mathematical Achievement of Middle School Students According to Gender and Grade. Communications of Mathematical Education, 32 (2), 175-189. https://doi.org/10.7468/jksmee.2018.32.2.175 미소장
11 Hwang, Y. J. (2008). The Determinants of Perceived Academic Stress as Experienced by High School Students. Studies on Korean Youth, 19 (3), 85-114. 미소장
12 Jeon, H. J., & Chung, H. W. (2015). A Study on the Relationships with Test Anxiety, Academic Self Efficacy and Academic Achievement among Middle School Students: Focused on Longitudinal Mediation Effects of Academic Self Efficacy. Korean Journal of Youth Studies, 22 (7), 247-274. 미소장
13 Jo, E. H., & Lee, D. H. (2016). Comparison of Ego-States, Stressors, and Stress Coping Types: Between University Students Day and NightTime. Journal of Society of Korea Industrial and Systems Engineering, 39 (4), 117-124. http://dx.doi.org/10.11627/jkise.2016.39.4.117 미소장
14 Jung, J. Y. (2010). The Analysis on the causal model between elementary school child`s academic stress and academic achievement. The Korea Educational Review, 16(1), 129-152. 미소장
15 Kim, A. Y., Cha, J. E., Kang, H. A., Lim, K. M., Jeon, H. A., Cho, H. R., Lim, J. H., & Seok, H. E. (2012). Differential Relationships among Academic Stress, Self-regulatory Efficacy, and Motivation in the High vs. Low Academic Ability Groups: Focusing on the Mediating Effect of Academic Motivation Types. The Korean Journal of Educational Psychology, 26 (2), 543-562. 미소장
16 Kim, B. M. (2014). Relationships among Academic Stress, Academic Motivation Types and Mathematics Learning Motivation of Middle School Students. School Mathematics, 16(1), 157-180. 미소장
17 Kim, C. K., & Cho, M. K. (2014). A Structural Analysis of Parental Attachment, Self-Determination, Academic Stress and Self-Efficacy by Child. Journal of Emotional & Behavioral Disorders, 30 (2), 338-360. 미소장
18 Kim, J. A. (2015). The Influence of Academic Stress upon Emotional Problems in Middle School Students: The Mediating Effect of Ego-Resilience. Korea Journal of Counseling, 16 (3), 359-377. https://doi.org/10.15703/kjc.16.3.201506.359 미소장
19 Kim, J. S., & Ryu, S. H. (2003). A Study on Stressor and Stress-Coping Pattern of Elementary School Students. Journal of Korean practical arts education, 16(1), 105-117. 미소장
20 Kim, J. Y., Choi, B. M., & Park, M. H. (2018). A Basic Analysis Report for the 6th Year of the Gyeonggi Education Panel Study . Gyeonggi Institute of Education. 미소장
21 Kim, M. G., Kim, J. H., & Hong, S. H. (2009). Write a thesis with structural equation mode. Communication books. 미소장
22 Kim, M. K., Kim, Y. H., Hwang, S. R., & Chung, I. J. (2012). The Effect of School Grades on Academic Stress in Adolescence: Focusing on the Moderating Effect of Gender. Korean Journal of youth welfare, 14 (4), 165-187. 미소장
23 Kim, N. O., Park, M, A., Lee, B. N., & Sohn, W. S. (2018). The role of Teacher Characteristics and Feedback in Developing Elementary students’ Affective and Cognitive Achievement. The Journal of Curriculum and Evaluation, 21 (2), 129-151. https://doi.org/10.22799/jce.2018.21.2.006 미소장
24 Koo, K. H., & Kim, S. W. (2014). Structural Relationships Among Academic Stress, Academic Resilience and Academic Achievement of Elementary School Student. Journal of Learner-Centered Curriculum and Instruction, 14 (8), 69-89. 미소장
25 Korea Institute for Curriculum and Evaluation. (2021). KICE ISSUE PAPER: The affective characteristics and trends of Korean elementary and middle school students as a result of TIMSS. 미소장
26 Lee, J. H., & Lee, S. M. (2002). Test Anxiety and Motive. The Korean Journal of Educational Psychology, 16 (3), 181-196. 미소장
27 Lee, S. H. (2004). The Effects of Mathematics Self-Efficacy on Preference and Learning Style for Mathematics [Master’s thesis, Korea National University of Education]. 미소장
28 Lee, S. H. (2012). Development of the Mathematics Self-Efficacy Scale for high school and college students. The Korean Journal of Counseling and Psychotherapy, 24(3), 573-594. 미소장
29 Lee, Y. M., & Bak, B. G. (2019). Longitudinal Analysis of the Relationship among Academic Stress, Self-Efficacy and Academic Achievement of the Early Youth in Gyeonggi Province. The Journal of Thinking Development, 15 (2), 1-25. https://doi.org/10.51636/JOTD.2019.08.15.2.1 미소장
30 Moon, K. S. (2006). The Effect of Academic Stress on Suicidal Impulse in Adolescence: Mediating Roles of Parent and Peer Attachment. Korean journal of child studies, 27(5), 143-157. 미소장
31 Park, H. J., & Byeon, S. M. (2021). An Analysis of the Effects of Middle School Students' Participation in Private Tutoring on Academic Stress: Laggedeffect, Cross-sectional Effect and Interaction Effect. Asian Journal of Education, 22(1), 61-95. https://doi.org/10.15753/aje.2021.03.22.1.61 미소장
32 Park, S. H. (2020). An Analysis of Variables Affecting Middle School Students’ Engagement in Classes [Master’s thesis, Ewha Womans University]. 미소장
33 Park, S. H., & Kim, H. H. (2008). The Relationship between Children`s and Adolescents` Academic Stress and Learned Helplessness. Korean Journal of Youth Studies 15 (3), 159-182. 미소장
34 Park, S. H., & Park, J. S. (2018). Factors Affecting Academic Stress in Adolescents. Journal of Learner-Centered Curriculum and Instruction, 18 (20), 799-818. http://dx.doi.org/10.22251/jlcci.2018.18.20.799 미소장
35 Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of educational psychology, 99 (1), 83. https://doi.org/10.1037/0022-0663.99.1.83 미소장
36 Ramaprabou, V., & Dash, S. K. (2018). Effect of Academic Stress on Achievement Motivation among College Students. Journal on Educational Psychology, 11(4), 32-36 미소장
37 Rho, W. J., Yang, Y., & Park, Y. S. (2007). The Influence of Adolescent's Academic Self-efficacy and Stress Coping Style on the School Life. The Korean Journal of Stress Research, 15 (1), 59-66. 미소장
38 Ross, S. M. (2020). Resistance for strength: the role of phytomedicine adaptogens in stress management. Holistic Nursing Practice, 34(5), 314-317. https://doi.org/10.1097/HNP.0000000000000408 미소장
39 Song, H. S., & Jung, H. S. (2021). Effects of learner-centered mathematical instruction perceived by middle school students on math self-efficacy and class engagement: Multi-group analysis based on achievement level. The Mathematical Education, 60(4), 493-508. https://doi.org/10.7468/mathedu.2021.60.4.493 미소장
40 Song, J. E., & Park, M. R., (2020). The Effects of Self-Efficacy, Class Engagement, and Teaching Methods on English Academic Achievement. Journal of Learner-Centered Curriculum and Instruction, 20 (15), 351-371. http://dx.doi.org/10.22251/jlcci.2020.20.15.351 미소장
41 Statistics Korea. (2021). 2021 Youth statistics. 미소장
42 Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in higher education, 41 (5), 581-592. 미소장
43 Yu, J. H. (2015). The Relationships Among Parents-, Teacher-, Student-Related Variables and Student Engagement in Middle and High School. Korean Journal of Educational Research, 53 (3), 1-30. 미소장

추천서가 (다양한 추천 자료를 만나보세요)

권호기사보기

권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 기사목차