학습자의 내적요인과 외적요인이 수학 학업성취도에 미치는 영향에 대한 종단적 분석

Abstract

Academic achievement is not a temporary phenomenon that occurred at a specific point in time, but is a result of years of learning, so it needs to be analyzed through longitudinal data that is repeatedly tracked over a long period of time. This study utilized longitudinal data from 2013 (junior high school year) to 2017 (second year high school) of the Seoul Education Longitudibal Study. In addition, the effects of internal factors (self-concept, self-control, self-assessment of life satisfaction) and external factors (school climate, guardian) on mathematics academic achievement were examined. Using mixed growth modeling, mathematics academic performance is divided into groups of patterns with similar changes. By using GMM (Growth Hybrid Modeling), the mathematics academic achievement was similarly divided into groups. Also, by using the Latent growth model and Piecewise growth model, the change patterns of internal and external factors were analyzed for each group. As a result of analysis, students in the 1st group (28.5%) and the 2nd group (71.5%), whose mathematics academic achievement slightly lowered from the 1st year of high school, and the school climate, which are internal factors and external factors, and the interests of their children are junior high school students. It was found that the initial value of the first grade remained constant until the second grade of high school with little change, and the school climate of the parents decreased slightly as the grade increased. As a result of implementing the Random Slope Model, self-control has an effect on mathematics academic achievement, and as a result of implementing the Multivariate Latent Growth Model, students in Groups 1 and 2 have self-control intercepts on the mathematics achievement. It has been shown to have a direct effect.