수학 학업성취도 및 정의적 요인과 사교육 참여 간의 관계에 관한 종단적 분석

Abstract

This study used longitudinal data from the middle school year 2010 (1st grade in middle school) to 2015 (3rd grade in high school) in Seoul Education Longitudinal Study. Using the Potential Growth Mixed Modeling (LGMMs), it looked for patterns that similarly change in math achievement as the school grade goes up, and it divided into groups, and then the Simple Growth Models were compared for each group average. Beginning in the third year of junior high school, in case of the G1 (157 students, 5.83%) group that have low score in study vertical scaling and G2 group that have high score in study vertical scaling, the study vertical scaling scores are reversed after 2nd grade of high school, and in case of G3 group (2,308 students, 85.8%), there was no change in scores over the entire school year. And as a result of promoting Random Slopes to see the impact of the defined factors such as classroom attitude, satisfaction, and atmosphere on the average of study vertical scale scores, it shows that G1 group was not influenced by both classroom attitude, satisfaction and atmosphere and G2 group was influenced by class attitude and G3 group was influenced by class attitude and satisfaction. Based on the results of this study, it would like to explore implications and improvement method that can lead the school education reinforcing and shadow education reduction.