청소년의 교과흥미도의 변화에 영향을 미치는 요인들 : 종단자료를 이용한 다층성장모형 분석

Abstract

본 연구는 한국교육고용패널조사(KEEP) 데이터를 활용하여 중·고등학생들의 교과 흥미도의 변화와 이에 영향을 미치는 개인적, 환경적 요인을 탐색하고자 하였다. 선행연구들을 통해 흥미발달과 관련있다고 밝혀진 성별, 가정환경, 수업형태 등을 시불변변수(time-invariant covariates)로, 교과목과 관련된 자아개념을 시간에 따라 변화하는 시변변수(time-varying covariates)로 투입하여 영어와 과학교과에 대한 초기값과 변화율의 차이를 다층성장모형(Multilevel Growth Modeling)으로 검증하였다. 연구결과 영어흥미는 중학교 3학년부터 고등학교 3학년에 이르기까지 유의하게 증가하였으나 과학흥미는 시간이 지남에 따라 감소하였다. 또한 설명변수들 중에 성별이나 성취도 등은 흥미의 변화에 유의한 영향을 미쳤으나 상대적으로 가정환경이나 수업관련 요인의 영향력은 유의하게 나타나지 않았다.

This study examines the longitudinal effects of individual and environmental factors that affect students’ interest development in subjects(English and science). A multi-level growth modeling(MGM) was employed to test whether initial status and growth rate of interest were significant over time. We used the Korean Education & Employment Panel (KEEP) dataset, extracting variables of Time 1 (8th grade) to Time 4 (12th grade) from middle to high school students. We decomposed the expected overall growth rate into the effect of year(time) and the effect of self-concept, in order to capture the temporal variation of self-concept that is related to the change in students’ interests in the subject. Results showed that the initial status of students’ interests in English and science was statistically significant, and the growth rate of interests were also statistically significant, controlling for the effect of time-varying self-concept. While the students’ interest in English increased, their interest in science decreased over time. Gender was also a significant predictor to explain both initial interest in English and science, and to explain growth rate in science as well. External factors such as SES and ability -grouping were not found to be signifiant in interest development for both English and science.