초등 국어, 수학, 영어 학업 성취에 영향을 미치는 정의적·메타 인지적 변인 탐색1)

Abstract

This study has attempted to investigate influence of affective, meta-cognitive and educational contextual factors on elementary school students’ achievement in mathematics, Korean language and English. Affective and meta-cognitive factors investigated in the present study are self efficacy, motivation, learning strategy and learning attitude and educational contextual factors are private learning, self-directed learning, parental support, after-school programs, perception on difficulty and quantity of the curriculum Total of 1,792 4th and 6th elementary school students participated in the study. The students participated in the survey and the achievement test. The results are as following. In structural equation model, it was found that the self efficacy affected positively to learning motivation, attitude for learning, and learning strategy. Self efficacy influenced positively to the achievement mediated by learning motivation, attitude for learning and learning strategy. Self efficacy also directly affected achievement positively.