수학에서의 기대-가치 프로파일에 따른 인지적 참여 차이 = Profiles in Mathematics Based on Expectancy-Value Theory and Differences in Cognitive Engagement

다국어 초록 (Multilingual Abstract)

The present study were to classify motivational profiles based on expectancy-value theory and to investigate differences in cognitive engagement depending between the profiles. For these purposes, latent profile analysis was conducted with data of 418 middle and high school students in Gyeonggi-do, and the students were classified into four groups depending on the levels of expectancy, task values, and task cost.
First, we found four profiles: ‘high expectancy-value’ with the high levels of expectancy and three task values, ‘medium expectancy-value’ with the middle levels of expectancy and three task values, ‘low expectancy-intrinsic value’ with the middle levels of utility and achievement values and the low levels of intrinsic values and expectancy, and ‘low expectancy-value-cost’ with the low level of expectancy and three task value. Expectancy and intrinsic value were found to be important factors in distinguishing profiles. Each profile shows a difference in cognitive engagement.

국문 초록 (Abstract)

성공에 대한 기대와 과제에 대한 가치는 학습자의 참여와 성취를 예측하는 주요한 동기 변인으로, 이제까지는 기대와 가치의 역할을 탐색하는 변인중심접근의 연구가 주를 이루어왔다. 이 연구에서는 기대-가치의 하위 요인에 따라 나타나는 학습자의 동기유형을 확인하기 위하여 개인중심접근을 활용하였으며, 구분된 동기 프로파일에 따라 인지적 참여에서 차이를 보이는지 알아보고자 하였다. 이를 위해 경기도 내 중․고등학생 418명을 대상으로 잠재프로파일 분석을 실시하였으며, 수학에 대한 기대와 과제가치, 과제비용의 수준에 따라 4개의 집단으로 구분되는 것을 확인하였다. 첫째, 수학에 대한 학습동기 유형은 기대와 과제가치가 높은 ‘고 기대가치형(1유형)’, 기대와 과제가치가 평균인 ‘중 기대가치형(2유형)’, 유용가치와 성취가치는 평균 수준이나 기대 수준과 내재가치 수준이 낮게 나타난 ‘저 기대․내재가치형(3유형)’, 기대와 과제가치, 과제비용 모두 낮게 나타난 ‘저 기대가치-과제비용형(4유형)’의 네 개 유형으로 구분되었다. 연구 결과, 대체로 기대와 과제가치의 수준은 유사한 양상을 보였으며, 이를 통해서 프로파일이 구분되었다. 그 중에서도 기대와 내재가치가 프로파일을 구분하는 중요한 요인으로 나타났다. 또한 네 개의 프로파일에 따라 인지적 참여 수준에서 유의한 차이를 보였다. 연구 결과를 바탕으로 이론적 함의와 교육적 시사점을 논의하였다.

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