수학 학습에서 정의적 특성, 메타정의, 메타인지의 구조적 관계 분석

Abstract

In this study, the structural relationships between students' affect, meta-affect, and meta-cognition in mathematics learning were analyzed using structural equations. Affect in mathematics is defined by cognizing value, interest, and confidence, whereas meta-affect involves affective awareness, evaluation, regulation and using. Meta-cognition is characterized by critical thinking, rehearsal, self-regulation, elaboration and organization. The model was secured by verifying the model fit, the convergent and discriminant validity, and the final model was established. The study revealed that affect in mathematics learning had a direct effect on meta-affect and meta-cognition. In other words, the more positive the students' interest, confidence, and recognition of value in mathematics learning, the higher was the meta-affect associated with affect.
 Affect had a tremendous indirect effect on meta-cognition via meta-affect, and thus the total effect of the affect on meta-cognition in mathematics learning was very large. Finally, the meta-affect had a direct effect on meta-cognition. In this study, affect, meta-affect, and meta-cognition were investigated as student characteristics; however, we have not investigated the formation of these variables. Therefore, further experimental studies are proposed to improve the meta-affect via teaching and learning strategies, investigation into the educational role of meta-affect as a learning goal and the impact of research into the role of affect in meta-cognitive strategy, and a closer analysis of similarity between meta-affect and meta-cognition.