학습자특성에 대한 고차 확인적 요인분석

A Higher-Order Confirmatory Factor Analysis on Student Characteristics

  만 15세 학생 5,444명이 연구대상이었던 PISA 2003 한국자료의 학습자특성 관련설문 39문항에 대해서 고차 확인적 요인분석을 실시하였다. PISA 2003에서는 이론적인 배경에 근거하여 수학에 대한 학습동기, 자아관련신념, 학습불안, 학습전략을 학습자특성의 주요영역으로 설정하였다. 분석 결과, 학습자특성을 대표하는 3차요인이 확인되었고, 이 3차요인은 학습동기, 자아효능감, 자아지각, 학습전략의 2차요인들로 구성되었다. 2차요인구조의 간명성을 감안할 둘 경우 자아효능감과 자아지각을 하나의 요인(자아인식)으로 통합시키는 것도 가능한 대안으로 밝혀졌다. 1차요인들은 흥미/즐거움, 도구적 동기, 자아효능감, 자아개념, 학습불안, 통제전략, 정교화전략과 암기/시연이었다.

  A series of higher-order confirmatory factor analysis (HCFA) were conducted on the 39 items measuring student characteristics. Subjects of PISA 2003, 5,444 fifteen-year-old Korean students, responded to those items. PISA 2003 assumed that student characteristics consist of learning motivation, self-related beliefs, emotion, and learning strategies in the context of mathematics. HCFAs confirmed a third order factor named academic orientation which represents all the constructs of student characteristics. It was also confirmed that the academic orientation comprised four second order factors, that is, learning motivation, self-efficacy, self-perception, and learning strategy. Alternatively, the self-efficacy and self-perception second order factors can be combined into a second order factor, namely self-related cognition. The first order factors were interest/enjoyment, instrumental motivation, self-efficacy, self-concept, anxiety, control strategy, elaboration strategy, and memorization/rehearsal.