메타정동(meta-affective)과 메타인지(meta-cognitive) 검사도구의 타당도 확인 및 우리나라 고등학교 학생의 집단유형분석 = A Study on the Validity of Meta-effective and Meta-cognitive Test Tool and Group Type Analysis of Korean High School Students

국문 초록 (Abstract)

목적 학습자의 자기조절학습의 핵심요소 중 하나인 메타정동 및 메타인지 수준을 측정할 수 있는 검사도구의 타당도를 확인하고, 우리나라의 고등학생들의 학습상황에서 인지적, 정서적 조절특성 및 집단유형을 분석하고자 한다. 방법 이를 위하여 Uzuntiryaki-Kondakci & Kirbulut(2016)의 메타정동 특성 측정검사도구(meta affective trait scale: MATS)와 Harrison & Vallin(2017)의 재구성된 메타인지 인식항목표(meta-cognition awareness index: MAI)를 번역하여, 강원도 소재 일반계 고등학교 학생 728명을 대상으로 검사를 실시하였다. 자료의 분석은 SPSS(ver. 19.0, Statistical Package of Social Science) 프로그램과 라쉬모델분석(Rasch Anlysis)을 사용하여 문항 신뢰도, 난이도, 및 적합도와 삼원분산분석을 실시하고, 모형기반군집분석(Model-based clustering)을 실시하여 고등학교 학생들의 메타정동과 메타인지 유형을 분석하였다. 결과 고등학교 학생들의 정동인식, 정동조절, 인지지식, 인지조절 수준은 모든 영역에서 매우 낮게 나타났으며, 메타정동과 메타인지 수준은 학업성취도와 유의한 정적관계를 보였고 성별, 나이, 계열 등에서는 유의한 관계를 나타내지 않았다. 군집분석결과 학생들의 집단 유형은 3가지의 형태로 나타났으며, 70% 이상의 학생들이 메타정동과 메타인지 모든 영역에서 낮은 수준을 보이는 그룹에 속하는 것을 확인하였다. 결론 메타정동 특성 측정검사도구(MATS)와 메타인지 인식 항목표는 우리나라 학생들의 메타정동과 메타인지 확인에 접합하며, 여러 자기조절학습의 구성요소들과의 상호작용을 탐색하는 도구로써 활용될 수 있다. 또한, 모든 영역에서 낮게 나타나는 메타인지와 메타정동 수준은 유의미한 학습과 자기조절학습을 위한 핵심 구성요소이므로, 학생들에게 적극적으로 발달시킬 수 있도록 교육적으로 역할이 필요하다.

다국어 초록 (Multilingual Abstract)

Objectives The purpose of this study is to confirm the suitability of the measurement tool that can measure meta-affect and meta-cognitive levels, which are one of the key elements of self-regulated learning, and to analyze the cognitive and emotional regulation states and group types in the learning situation of high school students in Korea. Methods For this purpose, the Meta-Affective Trait Scale (MATS) of Uzuntiryaki-Kondakci & Kirbulut (2016) and the reconstructed Meta-cognition Awareness Index (MAI) of Harrison & Vallin (2017) ) was translated and the test was conducted on 728 general high school students located in Gangwon-do. For data analysis, using the SPSS (ver. 19.0, Statistical Package of Social Science) program and Rasch Model Analysis, item reliability, difficulty, and fit and three-way ANOVA were performed, and Model- based clustering to analyze the meta affective and metacognitive types of high school students. Results High school students affective perception, affective regulation, cognitive knowledge, and cognitive control levels were very low in all domains, and meta-affective and metacognitive levels showed a significant positive relationship with academic achievement, and no significant relationship with gender, age, and track was shown. As a result of the cluster analysis, there were three types of students group, and it was confirmed that more than 70% of the students belonged to the group showing low levels in all domains of meta affective and meta-cognition. Conclusions The Meta-Affective Trait Scale(MATS) and Meta-cognition Awareness Index(MAI) are suitable for checking meta-affective and meta-cognition of Korean students, and can be used as a tool to explore the interaction with various components of self-regulated learning. In addition, meta-cognition and meta affective levels, which are low in all domains, are key components for meaningful learning and self-regulated learning, and an educational role is needed so that students can actively develop them.

목차 (Table of Contents)

• Ⅰ. 서론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 결론 참고문헌

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