[그림 1] 무선모형 및 선형모형 [Fig. 1] Stationarity model and linear model
[그림 2] 연구모형 1 [Fig. 2] Research model 1
[그림 3] 연구모형 2 [Fig. 3] Research model 2
[표 1] 목표인식, 학교수업에서의 수학교사에 대한 인식, 수학수업태도의 문항 구성 내용 [Table 1] Factors for goal perception, perceptions about mathematics teachers and mathematics classroom attitude
[표 2] 연구변인들의 신뢰도 [Table 2] Reliability of research factors
[표 3] 변인들의 평균과 표준편차 및 상관관계(N=4163) [Table 3] Descriptive statistics(numbers of students, means, standard deviations) and correlations
[표 4] 변인들의 선형성 검증 [Table 4] Linear model fit statistics for factors
[표 5] 연구모형1의 적합도 [Table 5] Fit indices for research model1
[표 6] 연구모형1의 경로계수 [Table 6] The path coefficients of research model1
[표 7] 연구모형1의 간접효과 [Table 7] Indirect effect on research model1 with Bootstrapping
[표 8] 연구모형2의 적합도 [Table 8] Fit indices for research model 2
[표 9] 연구모형2의 경로계수 [Table 9] The path coefficients of research model 2
[표10] 연구모형2의 간접효과 [Table 10] Indirect effect on research model 2 with Bootstrapping
References
- Kang, M. H., Yoo, Y. R. & You, J. W. (2014). Structural Relationship among Learning Achievement, School Satisfaction, Perceived Teacher Attitude, and Learning Attitude for High School Students of the National Assessment of Educational Achievement in Korea, The Journal of Educational Studies, 45(1), 181-203.
- Ko, D. H. & Jung, H. S. (2018). A latent profile analysis of perceptions about Mathematics teachers in school lessons. The Mathematical Education 57(2), 75-92. https://doi.org/10.7468/MATHEDU.2018.57.2.75
- Kwak, S. R. (2012). A causality analysis of the academic achievement, teacher's expectation and student's academic adjustment, Korean Journal of Sociology of Education 22(1), 1-24. https://doi.org/10.32465/ksocio.2012.22.1.001
- Kim, K. M., & Whang, W. H. (2012). An Analysis of Students' Understanding of Operations with Whole Numbers and Fractions. J. Korean Soc. Math. Ed. Ser. A: The Mathematical Education 51(1), 21-45.
- Kim, K. & Shin, J. (2014). Analysis of Determinants of Achievement and School Progress Index from NAEA 2011. Journal of Educational Evaluation 27(1), 109-139.
- Kim, Y. B. & Kim, N. O. (2015). Exploration of Student and School Factors Influencing on Academic Achievement. Korean Journal of Educational Research, 53(3), 31-60.
- Kim, Y. H., Yoon, H. S. & Kim, J. J. (2016). How Top Management HR-Oriented Values and Firm Performance Affect Change in High Performance Work Systems. Korean Journal of Management 24(3), 101-126.
- Kim, J. W. & Kim, B. S. (2004). A Study on Relationship Between the Perceived Teacher's Characteristic and Academic Self-concept and Their Learning Attitude. The Journal of Child Educational 13(2), 253-262.
- Kim, J. & Kim, N. (2014). Effects of Teacher Perceived Student-Teacher Relationship and Changes in Student Perceived Student-Teacher Relationships on Academic Achievement Mediated by School Happiness and Classroom Engagement, Korean journal of youth studies 21(12), 285-315.
- Kim, J. H., Hong, S. H. & Choo, B. D. (2007). Applications of Structural Equation Modeling in Management Studies: A Critical Review. Korean management review 36(4), 897-923.
- Kim, J. H. (2017). Mediating Effect of Innovation Change between High-Commitment HRM and Organizational Performance: A Longitudinal Mediation Analysis Using Latent Growth Modeling. Korean Journal of Management (Korean Academy Of Management), 25(3), 269-301. https://doi.org/10.26856/kjom.2017.25.3.269
- Kim, C. & Yoo, Ki. (2015). Comparison of High School Students Group' Awareness for the God Math Class, Journal of the Korean School Mathematics Society 18(1), 83-102.
- Do, S., Kim, S., Kim, H. & Son, S.(2012). Characteristics of high performing middle school students for private-tutoring, Korean Journal of Educational Research 50, 185-220.
- Moon, B. S. (2012). The Longitudinal Relationships among Adolescents' Future Goals Perceptions, Self-Regulated Learning Strategy, and Academic Achievement. The Korean Journal of Educational Psychology 26(4), 983-1000.
- Park H. J. (2010). Survey design and preliminary analysis on 'Seoul Education Longitudinal Study'), Seoul Education2010-42.
- Shin, J. H., Park, S. W., Lee, Y. K., Shin, S. I. & Rhee, S. H. (2012). Development of a Goal Questionnaire for Engineering Experts. The Korean Journal of Educational Psychology 26(2), 353-376.
- Shin, J. H. & Shin, T. S. (2006). The Analysis of Relations between Academic Achievement, Academic Self-efficacy, Perceived Teacher Expectancy, and Home Environment. The Journal of Child Educational 15(1), 5-23.
- Oh, H. S. (2006). A Study on the Process of Expertise Development and Key Factors. Research Institute for Vocational Education & Training 9(2), 193-216.
- Yun, M. J., Park, M. H., Yoo, S. W. & Kim, K. S. (2018). Structural relationship among factors influencing academic achievement by gender of high school students in Daegu -Focusing on the mediating effects of satisfaction of relationship with teachers, self-efficacy and class attitude-. Secondary Education Research 66(1), 195-227 https://doi.org/10.25152/ser.2018.66.1.195
- Yoon, J. Kim, D. & Kwon, O. (2015). Teachers' roles of learner-centered classes in domestic mathematics education research. Journal of Learner-Centered Curriculum and Instruction 15(1), 45-68.
- Lee, J. H. & Kim, W. K. (2011). Effects of Spreadsheet-used Instruction on Statistical Thinking and Attitude, J. Korean Soc. Math. Ed. Ser. A:The Mathematical Education, 50(2), 185-212.
- Chung, H. C., Suk, J. H. & Park, W. S. (2013). The Effect of Age on Job Satisfaction : Using Latent growth modeling for Longitudinal study. Quarterly Journal of Labor Policy 13(2): 67-93. https://doi.org/10.22914/JLP.2013.13.2.003
- Chi, E. L. & Lee, Y. S. (2012). Development Study for Achievement Evaluation Vertical Scale of Seoul Educational Longitudinal Study(2012-72), Seoul Educational Longitudinal study.
- Cha, I. S. (2006). An Analysis of Math Dislike Factors by the High School Student's Math Achievement Differences. The Mathematical Education 45(3), 251-262.
- Choi, K., Chun, M. Ahn, H. Jin, H. & Do, S. (2013). Mediating Effect of School Engagement in the Relation between Perceived Teacher-Student Relationships and Peer Relationships, and Student Achievement of Middle School Students. Asian Journal of Education 14(4), 281-306. https://doi.org/10.15753/aje.2013.14.4.012
- Han, H. J. & Yang, J. H. (2017). Factors Affecting High School Student Engagement. Journal of Learner-Centered Curriculum and Instruction 17(21), 169-190. https://doi.org/10.22251/jlcci.2017.17.21.169
- Hong, S. H. (2017). Latent growth modeling for quantitative change data analysis, Seoul: Bakyoungsa
- Hwang, M. H. (2006). The effects of the Social Relationships on the Academic Achievement of Korean Students. Asian Journal of Education 7(3), 187-203.
- Hwang, J. Y. & Shin, B. M. (2018) An Analysis of Teacher's Knowledge about Reductio Ad Absurdum -Focused on 'Subject Matter Knowledge' and 'Knowledge of Students' Understanding'- J. Korean Soc. Math. Ed. Ser. A: The Mathematical Education. 55(1), 91-106.
- Hwang, H. (2017). The Investigation of the Evaluation Standards for Mathematics Teaching Based on the Teacher s Opinion Research. Journal of Educational Research in Mathematics 38(1), 1-22.
- Austin,J. T. & Vancouver, J. B.(1996). Goal constructs in psychology: structure, process, and content. Psychological Bulletin 120(3), 338-375 https://doi.org/10.1037/0033-2909.120.3.338
- Bembenutty, H. & Karabenick, S. A., (2004). Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning. Educational Psychology Review, 16(1), 35-57. https://doi.org/10.1023/B:EDPR.0000012344.34008.5c
- Cantor, N., Norem, J., Niedenthal, P., Langston, C., & Brower, A. (1991). Life-tasks, selfconcept ideals and cognitive strategies in a life transition. Journal of Personality and Social Psychology 53, 1178-1191. https://doi.org/10.1037/0022-3514.53.6.1178
- Ericsson, K. A. & Lehman, A. C. (1999). Expertise. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity. San Diego, CA: Academic
- Harmon, P. & King, D. (1986). Expert systems: Artificial intelligence in Business. NY: John Wiley.
- Harris, C., Daniels, K., & Briner, R. B. (2003) A daily diary study of goals and affective well-being at work. Journal of Occupational and Organizational Psychology 76, 401-410. https://doi.org/10.1348/096317903769647256
- Headey, B. W. (2008). Life goals matter to happiness: A revision of set-point theory. Social Indicators Research 86, 213231.
- Isaacson, W. (2011). Steve Jobs. NY: Simon & Schuster
- Judge, T. A., Bono, J. E., Erez, A., & Locke, E. A. (2005). Core self-evaluations and job and life satisfaction: The role of self-concordance and goal attainment. Journal of Applied Psychology 90, 257-268. https://doi.org/10.1037/0021-9010.90.2.257
- Locke, E. A. & Latham, G. P. (1990). A Theory of goal setting & task performance. Englewood Cliffs, NJ, US: Prentice-Hall.
- MacCallum, R. C. & Hong, S. (1997). Power analysis in covariance structure modeling using GFI and AGFI. Multivariate Behavioral Research 32(2), 193-210. https://doi.org/10.1207/s15327906mbr3202_5
- McClelland, D. C., Koestner, R., & Weinberger, J. (1989). How do self-attributed and implicit motives differ. Psychological Review 96, 690-702. https://doi.org/10.1037/0033-295X.96.4.690
- Miller, R. B. & Brickman, S. J. (2004). A Model of Future-Oriented Motivation and Self-Regulation. Educational Psychology Review 16(1), p9-33. https://doi.org/10.1023/B:EDPR.0000012343.96370.39
- Nurmi, J-E., Salmela-Aro, K., & Koivisto, P. (2002). Goal importance, and related agency beliefs and emotions during the transition from vocational school to work: Antecedents and consequences. Journal of Vocational Behavior 60, 241-261. https://doi.org/10.1006/jvbe.2001.1866
- Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology 99(1), 83. https://doi.org/10.1037/0022-0663.99.1.83
- Preacher, K. J., Wichman, A. L., MacCallum, R. C., & Briggs. N. E. (2008). Latent Growth Modeling. Sage university papers series.
- Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performances: Know why you learn, so you'll know what you learn! British Journal of Educational Psychology 74(3), 343-360. https://doi.org/10.1348/0007099041552314
- Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy supportive contexts. Journal of Personality and Social Psychology 87(2), 246. https://doi.org/10.1037/0022-3514.87.2.246
- Wilcove, G. L. & Schwerin, M. J. (2002). Navy quality of life survey results. (Tech. Note No.02-03). Millington, TN: Navy Personnel Research, Studies, and Technology.
- Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers' perspectives. Journal of Mathematics Teacher Education 8(2), 83-111. https://doi.org/10.1007/s10857-005-4796-7
- Singer, J. D. & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York: Oxford University Press.
- Steffe, L. P. (1991). The constructivist teaching experiment: Illustrations and implications radical constructivism in mathematics education (pp. 177-194): Springer.
- Steger, M. F., P. Frazier, Oishi, S., & Kaler, J. (2006). The meaning in life questionnaire: Assessing the presence of and search for meaning in life. Journal of Counseling Psychology 53(1), 80-93. https://doi.org/10.1037/0022-0167.53.1.80