Browse > Article
http://dx.doi.org/10.7468/jksmec.2021.24.3.135

A Longitudinal Analysis of the Influence of Teachers' Achievement Pressure and Enthusiasm Perceived by Students on Academic Achievement in Mathematics: For Elementary and Middle School Students  

Kim, YongSeok (Sungkyunkwan University)
Publication Information
Education of Primary School Mathematics / v.24, no.3, 2021 , pp. 135-156 More about this Journal
Abstract
Achievement pressure and enthusiasm affecting mathematics academic achievement are constantly changing and affecting academic achievement. Therefore, a longitudinal study is needed to examine the influence of the change patterns of teachers' achievement pressure and enthusiasm on the change patterns of academic achievement. This study utilized student data from the 5th grade of elementary school (2013 year) to the third grade of middle school (2017 year) of the Korean Education Longitudinal Study 2013. The longitudinal change patterns of mathematics academic achievement were classified into similar subgroups and the influence of the longitudinal change patterns of the achievement pressure and enthusiasm of each group on the longitudinal change pattern of mathematics academic achievement and the path were compared and analyzed. As a result of the analysis, in all four subgroups with similar longitudinal changes in mathematics academic achievement, the teacher's achievement pressure showed little change from the fifth grade, while the teacher's enthusiasm continued to decline from the fifth grade. In addition, the influence of teachers' achievement pressure and enthusiasm perceived by students in each group on mathematics academic achievement was different. This suggests that in order to improve mathematics academic achievement, it is necessary to support teaching and learning reflecting the characteristics and dispositions of students.
Keywords
math academic achievement; teacher's achievement pressure; teacher's enthusiasm; latent growth modeling; growth mixture modeling; multivariate latent growth model;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.   DOI
2 Kline, R. B. (2010). Principles and Practice of Structural Equation Modeling. (Third ed.). NY: The Guilford Press.
3 Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36, 289-301.   DOI
4 MacCallum, R. C., & Kim, C. (2000). Modeling multi variate change. InT. D. Little, K. U. Schnabel, & U. Lindenberg(Eds.), Modeling Longitudinaland Multiple-Group Data: Practical Issues, Applied Approaches, and Specific Examples. Mahwah, NJ: Lawrence Erlbaum.
5 Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O'Sullivin, C. Y., Arora, A., & Erberber, E. (2005). TIMSS 2007 Assessment Framework. TIMSS & PIRLS International Study Center, Lynch School of Education. Boston College.
6 McLachlan, G., & Peel, D.(2000). Finite mixture models. New York: Wiley.
7 Okada, H., Hirano, D., & Taniguchi, T. (2020). Negative symptoms in schizophrenia: modeling the role of experience factor and expression factor. Asian Journal of Psychiatry, 53, 102182.   DOI
8 So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasia Journal of Educational Technology, 25(1), 101-116.   DOI
9 Wang, M.-C., Deng, Q., Bi, X., Ye, H., & Yang, W. (2017). Performance of the entropy as an index of classification accuracy in latent profile analysis: A Monte Carlo simulation study. Acta Psychologica Sinica, 49(11), 1473-1482.   DOI
10 Muthen, B., & Muthen, L. K. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and experimental research, 24(6), 882-891.   DOI
11 Kim, H. M., Kim, Y. S., & Han, S. Y. (2018). A Longitudinal Analysis on the Relationships Among Mathematics Academic Achievement, Affective Factors, and Shadow Education Participation, School Mathematics, 20(2), 287-306.   DOI
12 Baek, B. D. (2013). Longitudinal effects of high school students' perceived academic press from teachers on academic achievement: focusing on the interaction with socio-economic status. Journal of Korean Education, 40(2), 31-55.
13 Duncan, T. E., Duncan, S. C., & Strycker, L. A. (2006). An introduction to latent variable growth curve modeling :concepts, issues, and applications. Mahwah, N.J. : Lawrence Erlbaum Associates.
14 Sternberg, R. J., & Wiliams, W. M. (2013). Educational Psychology (김정섭, 신경숙, 유순화 역). 스턴버그의 교육심리학. 서울: 시그마프레스. (원저 2009 출간)
15 Park, C. R. (2003). A study on the descent of the function-chapter in the middle school. Master's thesis, Mokpo University Graduate School of Education.
16 Song, M. Y., Kim, S. S., Yi, H, S., & Kim J, Y. (2011). Investigation on Contextual Variables Affecting Academic Achievement. Journal of Educational Evaluation, 24(2), 261-289.
17 Cheong, M. J., Kim, H. K., & Moon, Y. H. (2015). The relationship between Teaching Methods accepted by learners and Academic Achievement Factors on Academic Achievement. Korean journal of youth studies, 27(2), 129-150.
18 Hyun, J. C., & Cho, M. H. (2014). Identifying Latent Classes in Adolescent's Self-Determination Motivation and Testing Determinants of Classes. The Korean Journal of School Psychology, 11(1), 253-274.   DOI
19 Bettencourt, E. M. (1980). Effects of training teachers in enthusiasm on student achievement and attitudes.
20 Celeux, G., & Soromenho, G.(1996) An entropy criterion for assessing the number of cluster in a mixture model. Journal of Classification, 13, 195-212.   DOI
21 Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. NY: The Guilford Press.
22 NCTM. (2000). Principles and Standards for School Mathmatics. Reston. VA: NCTM.
23 Long, J. F., & Hoy, A. W. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22(3), 303-314.   DOI
24 Martin, A. J., Linfoot, K., & Stephenson, J. (1999). How teachers respond to concerns about misbehavior in their classroom. Psychology in the Schools, 36(4), 347-358.   DOI
25 Murphy, J. F., Weil, M., Hallinger, P. & Mitman, A. (1982). Academic Press: Translating High Expectations into School Policies and Classroom Practices. Educational Leadership, 40(3), 22-26.
26 Go, Y. J. (2018). A study on analysis of actual state of mathmatics renouncers and treatment at the renouncer's level, Master's thesis, Ulsan University Graduate School of Education.
27 Kim, J. Y., Jang, J. H., & Park, I. W. (2017). A Study on the Effects of the Teachers Characteristics Recognized by Students on Student's Attitude, Self-directed Learning and Academic Achievement. Secondary Education Research, 65(4), 731-758.   DOI
28 Kim, J. H., & Seo, S. B. (2020). A Study on the Longitudinal Effect of Middle School Students' Self-Recognition, Academic Self-Efficacy, School Adjustment, and Academic Achievement. Journal of Learner-Centered Curriculum and Instruction, 20(10), 365-383.
29 No, G. S. (2014). Well-informed Thesis Statistical analysis. Han Bit Academy.
30 Korea Educational Development Institute. (2020). Data collection of the 14th Korean Educational Longitudinal Research Conference. Korea Educational Development Institute.
31 Kim, S. S. (2007). A study on the effect of school climates on student achievement in Korean middle school: in terms of improving achievement and closing a gap. The Journal of Korean Education, 34(2), 27-49.
32 Kim, Y. B., Im, H. J., & Kim, N. O. (2012). An Analysis on Class- and Teacher-Level Variables Affecting Academic Achievement. Journal of Korean Education, 34(2), 27-49.
33 Kim, Y. S. (2020). A longitudinal study on the effect of learner's internal and external factors on mathematics academic achievement: For middle and high school students. Doctoral thesis, Sungkyunkwan University.
34 Kim, J. H., Hong, S. H., & Kim, M. G. (2009). Writing a thesis with structural equations. Communication Books.
35 Muthen, B. O., & Asparouhov, T. (2009). Growth mixture modeling: Analysis with non-Gaussian random effects. In Fitzmaurice, G., Davidian, M., Verbeke, G. & Molenberghs, G.(eds.), Longitudinal Data Analysis, pp.143-165. Boca Raton: Chapman & Hall/CRC Press.
36 Kim, J. W., Yang., J. Y., Lee, C. A., & Hong, S. H. (2019). Changes in Retiree's Depression after Retirement: Applying Growth Mixture Model, survey research, 20(1), 45-72.   DOI
37 Kim, H. W., & A, S. K. (2021). The relationship among academic self concept, parent's achievement pressure and school's achievement pressure. Journal of Learner-Centered Curriculum and Instruction, 11(3), 1-18.
38 Ryu, B. R., & Kim, S. S. (2006). Educational Gap: An analysis of the influence of family background and schooling. Seoul: Korea Educational Development Institute.
39 Chi, E. L., Yang, M. H., & Cheong, Y. S. (2011). Effects of teachers' activities for instruction and evaluation on students' self-regulated Learning and academic achievement. The Journal of Elementary Education, 24(4), 165-184.
40 Kim, Y. S. (2021). A Longitudinal Study on the Influence of Learning Effort, Attitude, and Achievement Goal on Mathematics Academic Achievement: For elementary and secondary school students. Education of Primary School Mathematics, 24(1), 1-20.   DOI
41 MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149.   DOI
42 Park, K. H. (2020). Korean Education Longitudinal Study 2013 (VIII): Survey Overview Report. Korea Educational Development Institute.
43 Park, H. U., Choi, B. H., & Shin, J. H. (2017). A Longitudinal Relationship among Disruptive Classroom Behavior, Teacher Enthusiasm, and Coercive Discipline in Middle School Students using Autoregressive Cross-lagged Model. Asian journal of education, 18(4), 563-588.   DOI
44 Baem B. R. (2016). Mplus 7.0 structural equation modeling. Cheongnam publishing.
45 Soo, Y. H. (2011). Analysis of the structural relations between Learners' perception on instruction, self-directed Learning, Learning flow, and academic achievement. The Journal of Child Education, 20(2), 19-32.
46 Son, Y. H. (2016). The Longitudinal Effects of student's Private Tutoring Time and Self-Studying Time on Longitudinal Change of Academic Achievement. Master's thesis, Seoul National University.
47 Hong, S. U. (2009). Analysis of large-scale academic achievement evaluation data using growth model. Collection of the 3rd KICE Curriculum Evaluation Policy Forum.
48 Song, J. S. (2015). SPSS/AMOS statistical analysis method required for thesis writing. 21st century history.
49 Lee, H. S., & Chung, J. Y. (2001). An Analysis of the Influence of Teachers' Traits on Student Achievement - Focusing on Teachers' Efforts to Enhance Professionality in TIMSS 2007. The Journal of Korean Teacher Education, 28(1), 243-266.   DOI
50 Choi, D. H. (2012). The effect of school achievement pressure on academic achievement: Focusing on the discriminatory effect according to socioeconomic background. Master's thesis, Korea University.
51 Brigham, F. J., Scruggs, T. E., & Mastropieri, M. A. (1992). Teacher enthusiasm in learning disabilities classrooms: effects on learning and behavior. Learning Disabilities Research & Practice, 7(2), 68-73.
52 Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long(Eds), Testing structural equation models(pp. 136-162). Newbury Park, ca: SAGE.
53 Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factory analysis. Psychological Methods, 1(1), 16-29.   DOI
54 Duncan, T. E., & Duncan, S. C. (2004). An introduction to latent growth curve modeling. Behavior Therapy, 35(2), 333-363.   DOI
55 Hattie, J. (2003). Teachers make a difference. What is the research evidence?. Paper presented at the Australian Council for Educational Research. Melbourne, Victoria.