중학생의 자기주도학습 영향요인 탐색

Exploring Factors Influencing Self-directed Learning in Middle School Students

본 연구는 중학생의 자기주도학습역량에 영향을 미치는 요인을 분석하는 데 목적이 있다. 이를 위해 A시의 교육종단연구자료를 활용하였으며, 자기주도학습역량을 종속변수로, 학생의 성장신념, 부모의 학업적 지원, 교사의 배움중심수업 실천을 독립변수로 설정하되, 각 독립변수 간의 상호작용 효과를 함께 살펴보았다. 랜덤포레스트와 SHAP 분석을 통해 자기주도학습역량에 영향을 미치는 요인을 확인하고, 1차 차분(FD) 모형을 적용하여 시점간 변화를 검토하였다. 분석 결과, 수업참여도, 진로성숙도, 성장신념, 배움중심수업, 부모의 학업지원은 중학생의 자기주도학습역량에 긍정적인 영향을 미친 반면, 사교육참여는 오히려 학생의 자기주도학습역량을 저하시키는 것으로 나타났다. 또한, 학생 개인의 성장신념이 부모의 학업지원 및 교사의 배움중심수업과 결합될 경우 자기주도학습역량을 보다 유의미하게 증진시키는 것으로 확인되었다. 이러한 분석 결과는 학생의 자기주도학습역량을 강화하기 위한 정책을 마련할 때, 학생, 가정, 학교 요인을 분절적으로 고려하기보다 각 요인 간 상호작용을 함께 고려할 필요가 있다는 점을 시사한다.

This study aims to analyze the factors influencing middle school students’ self-directed learning competency. To this end, longitudinal educational data from City A were utilized. Self-directed learning competency was set as the dependent variable, while students’ growth mindset, parental academic support, and teachers’ implementation of learner-centered instruction were included as independent variables. Interaction effects among the independent variables were also examined. A Random Forest model and SHAP analysis were employed to identify the key factors affecting self-directed learning competency, and a first-difference (FD) model was applied to examine changes over time. The results indicate that class participation, career maturity, growth mindset, learner-centered instruction, and parental academic support positively influence middle school students’ self-directed learning competency. In contrast, participation in private education was found to negatively affect students’ self-directed learning competency. Furthermore, when students’ growth mindset interacted with parental academic support and learner-centered instruction, self-directed learning competency was significantly enhanced. These findings suggest that, in developing policies to strengthen students’ self-directed learning competency, it is necessary to consider the interaction among student-, family-, and school-level factors rather than addressing them separately.