Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
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The impact of perceived executive function on the middle school students' mathematics achievement scores

지각된 실행기능 수준이 중학생의 수학성적에 미치는 영향

  • Received : 2012.04.04
  • Accepted : 2012.05.10
  • Published : 2012.05.31
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Abstract

Mathematics is among the most important subjects in the middle school curriculum, yet the most hated subjects by students. The present study investigated the role of perceived executive functioning on the middle school student's mathematics achievement, after controlling for other psychological factors. Results showed that the students levels of executive functioning was predictive of their mathematics achievement test scores, even after motivational and attitude variables were controlled. The impact of the executive functioning was especially noticeable for the low achievers. On the other hand, for those whose scores were high, biological variables were the only significant predictors of their scores. The results of the present study imply that the intervention programs for improving mathematics achievement of middle school students should consider the different effect of cognitive and psychological factors on their achievements.

수학 과목은 중고등학교 교과과정에서 매우 중요한 과목인 동시에 학생들이 가장 싫어하는 과목중의 하나이다. 본 연구는 중학생의 실제 수학성적을 예측하는 실행기능의 효과를 탐구하였으며, 이 변인의 효과가 다른 심리적 변인의 효과를 통제한 후에도 유의미한지를 검증하였다. 분석 결과 실행기능 수준은 동기와 태도변인을 통제한 후에도 그들의 수학성적을 예측하는 유의미한 변인이었다. 이 변인의 효과는 특히 수학성적이 낮은 중학생의 경우 더 강했으며, 오히려 수학성적이 높은 학생의 경우에는 생물학적 변인의 효과만이 유의미한 것으로 드러나, 성적에 따라 인지적, 심리적 요인을 고려한 다른 유형의 학습지도가 필요함을 시사하였다.

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References

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