수학 기초학력미달 학생들의 수학동기의 종단적 변화의 이질적 양상: 마인드셋과 수학효능감의 예측효과와 자기조절학습과 수학성적의 차이

초록

This study aimed to identify students with motivational resilience whose math motivation increases despite academic difficulties in which math achievement is below the minimum achievement level, what factors predict this, and whether self-regulated learning and achievement improve as math motivation increases. Five subgroups were identified based on heterogeneous trajectories of math motivation from grades 7 to 11; high-increase, medium-increase, high- decrease, medium-decrease, and low-decrease. Most of the students who did not achieve minimum achievement level decreased their math motivation as a function of increasing grade level, whereas about the 30% increased their math motivation. Compared to girls, boys were more likely to belong to the high-increase than the other four groups. Higher math efficacy was associated with a greater probability of belonging to medium-decrease than low-decrease, medium-increase than medium-decrease, and high-decrease and high-increase than the other three groups. Although there was no difference in math performance among all groups in grade 7, math performance and self-regulated learning improved in the two groups with increased math motivation and decreased in the three groups with decreased math motivation. Based on these results, this study discussed educational implications for implementing motivational resilience.

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