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자기효능감, 성취목표지향성, 지각된 교사의 성취목표 강조가 수학불안에 미치는 영향
The Influence of Self Efficacy, Goal Orientation, and Perceived Teacher Goal Emphases on Math Anxiety

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Authors
김명숙
Issue Date
2009-06
Publisher
서울대학교 교육연구소
Citation
아시아교육연구, Vol.10 No.2, pp. 103-133
Keywords
수학불안자기효능감성취목표지향성교사의 성취목표 강조학습동기math anxietyself-efficacyahievement goal orientationperceived teacher goal emphasesstudent motivation
Abstract
본 연구는 인문계고등학생을 대상으로, 학생의 최근수학성적과 학습동기변인(자기효능감, 학생의 성취목표지향성) 및 지각된 교사의 성취목표 강조가 수학불안에 미치는 영향을 구조방정식 모형을 통해 살펴보았다. 분석결과, 학생들은 수학내용불안보다 수학평가불안을 더 많이 지각하는 것으로 나타났다. 수학내용불안에는 최근수학성적이, 수학평가불안에는 자기효능감, 학생의 숙달목표지향성, 교사의 수행회피목표 강조가 직접적인 영향을 미치는 것으로 나타났다. 최근수학성적은 자기효능감을 매개로하여, 자기효능감은 학생의 숙달목표지향성을 매개로하여 수학평가불안에 간접적인 영향을 미치는 것으로 나타났다. 한편, 교사의 숙달목표강조와 교사의 수행회피목표 강조는 각각 학생의 숙달목표지향성을 매개로하여 수학평가불안에 간접적인 영향을 미쳤다. 수학불안에 미치는 학생의 학습동기 및 지각된 교사의 성취목표 강조에 대한 중요성을 드러낸 본 연구의 결과는 교사가 수업시간에 수행회피목표에 대한 강조를 줄이고 자기효능감을 높일 수 있는 여러 가지 방안을 마련함으로써 학생들의 수학불안을 감소시킬 수 있음을 시사한다.



The purpose of this study was to explore the relationships among previous math achievement, students' motivation (self efficacy toward math subject and students' goal orientations), perceived teacher goal emphases, and math anxiety. The sample consisted of 252 high school students who took 9 math classes. Of participants, 42.1% were male and 52.9% were female. There were three hypotheses. First, previous math achievement would predict students' math anxiety directly and indirectly through self efficacy toward math subject. Second, perceived teacher goal emphases would predict math anxiety directly and indirectly through students' achievement goal orientations. Third, self efficacy toward math will predict math anxiety directly and indirectly through students' achievement goal orientations. The results of analyses revealed that first, students perceived more evaluation anxiety compared to content anxiety. Second, previous math achievement was a significant predictor of content anxiety while self efficacy, mastery goal orientation, and teacher emphases on performance avoidance goals were significant predictors of evaluation anxiety. Third, although there was no significant direct relationship between previous math achievement and evaluation anxiety, previous math achievement predicted evaluation anxiety indirectly through self efficacy. Fourth, self efficacy predicted evaluation anxiety indirectly through mastery goal orientation. Fifth, teacher emphases on mastery goals and performance avoidance goals predicted evaluation anxiety indirectly through students' mastery goal orientation. The results of this study suggest that researchers and practitioners need to consider the importance of student motivation in relation to math anxiety and need to establish specific guidelines to increase self efficacy and create less competitive classroom environment where performance avoidance goals are less emphasized.
ISSN
1229-9448
Language
Korean
URI
https://hdl.handle.net/10371/89186
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College of Education (사범대학)Education Research Institute (교육연구소)아시아교육연구 (Asian Journal of Education)아시아교육연구 (Asian Journal of Education) Volume 10 Number 1/4 (2009)
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