학업우수 학생들의 잠재수월성 회복 경험

Recovery Process of Academic Underachievement of Academically Talented Students

이 연구는 성적하락을 극복한 학업우수학생들의 학업실패 극복 과정을 탐구하여 잠재수월성 회복에 도움이 된 경험과 그렇지 않은 경험을 분석하는 것을 목적으로 하였다. 이를 위해 상위권 대학의 재학생 중 초·중·고교 시절 성적 하락을 경험한 학생 11명과의 심층면접을 통해 자료를 수집하였다. 이 심층면접 자료를 5명의 연구자들이 합의적 질적 연구(CQR) 방법으로 분석하였다. 이 연구의 주요 결과로 첫째, 성적하락 극복에 도움이 된 경험은 성적하락 극복의 계기 경험, 효과적인 공부방법의 발견과 실천, 학습동기 조절(긍정적 기대와 목표설정 등), 외적 자원이었다. 외적 자원으로는 부모, 교사, 친구 등의 정서적 지원이 가장 많이 응답되었고 피드백을 포함한 학습적 지원, 물적 지원, 역할모델 설정 등이 긍정적 영향을 주었다. 둘째, 교사의 꾸중과 부모의 과도한 기대, 부적절한 역할모델은 별 도움이 되지 않은 것으로 나타났다. 셋째, 성적 향상 이후 학생 자신은 당당하고 자신감이 생겼으나 주변사람들은 별 반응이 없거나 덤덤한 경우가 대부분으로 나타났다. 성적하락을 극복한 학업우수학생들은 공통적으로 경쟁적 동기와 자존감을 가지고 있었고, 이러한 개인의 내적 특성이 주변의 자극 및 자원에 의해 학습행동 증진으로 이어진 결과 성적 하락을 극복할 수 있었다. 이 연구를 통해 잠재수월성 회복에 도움이 되는 학생 자신의 심리적, 실천적 노력을 발견하였다.

The purpose of this study was to understand the coping experiences and identify factors affecting academic recovery of academically talented adolescents who had failed academically before. To do this, in-depth data on academically talented students' coping experiences of the academic underachievement through school ages were collected by individual interviews and analyzed based on Consensual Qualitative Research method. The participants of this study consisted of eleven students from a high ranked university. Participants who experienced academic failure but overcame were purposefully selected based on the fluctuations of their academic achievements through school ages. Retrospective data of their experiences of academic success and failure were collected by in-depth interviews. The interview data were analyzed by using Consensual Qualitative Research method (Hill, Thomson, & Williams, 1997) and five researchers were participated in the analysis process. Positive influences of these students were as follow as; a) Turning points to make up their minds for recovery; b) Learning strategies and efforts, c) Motivational regulations, d) Social supports and role models. However, parents' excessive concerns and inappropriate models were not helpful. The results of this study show that students who had overcome academic underachievement had a common experiences. Most students attributed their academic failure to the lack of efforts and ineffective learning strategies. This finding is consistent with Clifford's theory of academic failure tolerance and Kleinke's result of successful persons' characters. The participants regulated their academic motivation by themselves such as goal setting, positive expectation, and academic interest. They also had social supports from parents, teachers and friends such as emotional supports, learning feedbacks, economic supports, and role models. These results imply that we should consider students' attribution styles, learning strategies and efforts and social supports for helping academically talented students cope their academic difficulties. Finally, the implications, limitations, and suggestions for the future research were discussed.