The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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Longitudinal mediation effect of mathematics class factors between goal perception and mathematics academic achievement on middle school students

중학생들의 목표인식과 수학학업성취도 관계에 대한 수학수업요인의 종단매개효과

  • Jung, Hee Sun (Department of Mathematics Education, Sungkyunkwan University)
  • Received : 2018.10.19
  • Accepted : 2018.12.14
  • Published : 2019.02.28
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Abstract

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

Keywords

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[그림 1] 무선모형 및 선형모형 [Fig. 1] Stationarity model and linear model

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[그림 2] 연구모형 1 [Fig. 2] Research model 1

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[그림 3] 연구모형 2 [Fig. 3] Research model 2

[표 1] 목표인식, 학교수업에서의 수학교사에 대한 인식, 수학수업태도의 문항 구성 내용 [Table 1] Factors for goal perception, perceptions about mathematics teachers and mathematics classroom attitude

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[표 2] 연구변인들의 신뢰도 [Table 2] Reliability of research factors

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[표 3] 변인들의 평균과 표준편차 및 상관관계(N=4163) [Table 3] Descriptive statistics(numbers of students, means, standard deviations) and correlations

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[표 4] 변인들의 선형성 검증 [Table 4] Linear model fit statistics for factors

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[표 5] 연구모형1의 적합도 [Table 5] Fit indices for research model1

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[표 6] 연구모형1의 경로계수 [Table 6] The path coefficients of research model1

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[표 7] 연구모형1의 간접효과 [Table 7] Indirect effect on research model1 with Bootstrapping

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[표 8] 연구모형2의 적합도 [Table 8] Fit indices for research model 2

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[표 9] 연구모형2의 경로계수 [Table 9] The path coefficients of research model 2

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[표10] 연구모형2의 간접효과 [Table 10] Indirect effect on research model 2 with Bootstrapping

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