학습자중심수업이 학습 동기, 학교행복감을 매개로 고등학생의 창의적 사고역량과 자기관리역량에 미치는 영향에 관한 구조분석

Abstract

Objectives In this study, the structural relationship between the factors of learner-centered classes on creative thinking and self-management competencies through learning motivation and school happiness was compared and analyzed, focusing on the application of the 2015 revised curriculum and before and after COVID-19.
 Methods To this end, structural equation model analysis and difference analysis were conducted on high school student data in the 1st, 4th, and 5th years of the BELS(Busan Education Longitudinal Study), and mediating path analysis using phantom variables was conducted to verify the two parameter paths, respectively.
 Results First, as a result of analyzing the differences before and after the application of the 2015 revised curriculum, high school students (2019) showed a statistically significant increase in all variables compared to high school students (2016) before the application. In the pre- and post-COVID-19 analysis, it was confirmed that self-management competency increased and learner-centered classes decreased after COVID (2020 high school 2) compared to before COVID (2019 high school 1), and no significant difference was found in the remaining variables. Next, as a result of verifying the mediating path of the research model, learning motivation and school happiness in learner-centered classes and creative thinking competencies were found to have complete mediating effects in all years, and partial mediating effects in learner-centered classes and self-management competencies. In particular, after COVID-19, the influence of all mediated routes decreased significantly compared to before COVID-19.
 Conclusions Based on the results of the study, it was possible to confirm the influence of the 2015 revised curriculum and COVID-19, the importance of learning motivation and school happiness in the high school field.