Analysis of Latent Classes of Self-Directed Learning and Impact Variables in Middle and High School Students During the COVID-19 Pandemic

Abstract

본 연구는 코로나19로 인해 등교수업과 원격수업이 함께 진행된 2020년 2학기에 중‧고등학생이 경험한 학습양상을 이해하기 위해 자기주도학습에 따라 학습유형을 구분하고, 이에 영향을 미친 변인을 탐색하였으며, 잠재집단 간 수업 태도, 자기효능감, 학업정서 변화의 차이를 비교하였다. 이를 위해 서울지역 중‧고등학생 783명을 대상으로 잠재프로파일분석과 다항 로지스틱 회귀분석을 실시하였다. 그 결과는 다음과 같다. 첫째, 중‧고등학생 모두 전체 학생 수의 반 이상을 차지하는 ‘자기주도학습 보통 집단’, 그 외 ‘자기주도학습 높은 집단’과 ‘자기주도학습 낮은 집단’의 3개의 잠재집단이 도출되었다. 둘째, 자기주도학습을 잘하는 집단일수록 중‧고등학생 모두 자기효능감과 수업 태도가 좋은 것으로 나타났다. 더불어 고등학생의 경우 자기주도학습을 잘하는 학생에 비해 보통이나 낮은 집단에서 코로나19 이전보다 불안과 스트레스를 더 많이 느끼는 것으로 나타났다. 마지막으로 집단 구분에 영향을 주는 변인으로는 중학생은 사교육, 자기효능감, 학부모지원, 디지털기기 활용능력이, 고등학생은 자기효능감과 학부모지원이 영향을 미치는 것으로 나타났다. 이러한 결과는 코로나19로 인한 학습회복과 관련하여 교수‧학습과정에 초점을 맞춘 학생지원 프로그램 개발과 운영에 대한 기초자료를 제공할 수 있을 것이다.In order to understand the learning patterns of middle and high school students in the second semester of 2020, when in-school and remote classes were conducted in tandem due to the COVID-19 situation, this study identified learning types according to self-directed learning, explored the predictive variables that affected them, and compared differences in class attitudes, self-efficacy, and academic emotions between groups. To this end, 783 middle and high school students in Seoul were subjected to latent profile and polynomial logistic regression analyses. The results are as follows. First, three latent classes were derived: an "average group for self-directed learning," which accounted for more than half of the number of students in both middle and high school; a "high group for self-directed learning"; and a "low group for self-directed learning." Second, the better the self-directed learning group, the better the self-efficacy and class attitude of both middle and high school students. In addition, high school students in the average or lower group felt more anxiety and stress than before the COVID-19 restrictions than did those students who were good at self-directed learning. Finally, it was found that the variables that impact latent class classification for middle school students were out-of-school classes, self-efficacy, parental support, and the ability to use digital devices, while for high school students, they were self-efficacy and parental support. These results could provide the basis for the development and operation of student support programs focused on the teaching and learning process in relation to learning recovery made necessary by the COVID-19 pandemic.