Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

An Analysis of the Relationship of Grit, Interest, Task-Commitment, Self-Regulation Ability, and Science Achievement of High School Students

고등학생의 투지, 흥미, 과제집착력, 자기조절능력 및 과학학업성취의 관계 분석

  • Received : 2016.04.01
  • Accepted : 2016.06.07
  • Published : 2016.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to identify the structural relationship among students' grit, interest, self-regulation ability, task-commitment and achievement within science learning. Our concern is understanding how grit is related to the other non-cognitive variables, i.e., interest, self-regulation ability, and task-commitment, which are widely known as significant predictors of science achievement. Based on literature review, we evaluated two hypothetical models in the frame of structural equation modeling as follows: first, grit was assumed to mediate relations of interest and self-regulation ability, and interest and task-commitment. Second, grit was assumed to have a direct effect on self-regulation ability and task-commitment independent of interest. In both models, grit was assumed to be indirectly associated with science achievement. A total number of 180 high school students (77 boys, 103 girls) participated in surveys on grit, interest, self-regulation ability, and task-commitment and reported their science test scores on mid-term/final exams. Results revealed that students' grit and interest were indirectly associated with their science achievement with the mediation of their self-regulation and task-commitment. We also found that task-commitment was highly correlated with interest and self-regulation. Furthermore, we found different patterns of correlations within the five variables between female and male students. From these results, we suggested that researchers need to investigate whether students' grit and task-commitment can explain their interest decreasing as they move to higher grade levels, how teachers can help students to maintain their interest in learning science from early childhood, and relationships of these non-cognitive variables and science achievement.

본 연구는 과학학업성취와 관련된 주요 정의적 변인들인 흥미, 자기조절능력, 과제집착력이 투지(Grit)와 어떤 구조적 관계를 보이는지를 탐색하고자 하였다. 고등학교 학생 180명(남학생 77명, 여학생 103명)이 투지, 흥미, 자기조절능력, 과제집착력과 과학학업성취(중간시험, 기말시험점수)를 조사하는 설문에 답하였다. 본 연구자들은 위 다섯 가지 요인들과 관련된 선행연구 고찰을 바탕으로 하여 두 개의 가설모형을 설정하였다. 하나의 가설모형에서는 투지가 흥미에 영향을 주고, 투지가 다시 자기조절능력과 과제집착력에 영향을 미치며, 이 후 자기조절능력과 과제집착력이 과학학업성취에 영향을 미치는 모형으로, 이모형에서는 흥미가 자기조절능력과 과제집착력에 간접적으로 영향을 주고, 그 사이를 투지가 매개하는 것으로 가정하였다. 이와 다른 모형에서는 투지와 흥미가 독립적인 요인으로 작용하여, 각각 자기조절능력과 과제집착력에 영향을 미치는 모형으로 가정하였다. 수집된 자료와 가설모형을 바탕으로 하여 요인간의 상관관계와 모형의 적합도 확인을 위해 구조방정식 분석을 실행하였다. 그 결과를 통해 학생들의 투지와 흥미는 독립적인 요인으로 작용하는 모형이 최적의 모형으로 선택되었다. 또한 과제집착력이 흥미와 자기조절능력과 깊은 상관관계를 나타내는 것을 확인할 수 있었으며, 본 연구에 참여한 남학생과 여학생 집단 간의 변인별 상관관계 비교를 통해 투지와 흥미, 과제집착력, 자기조절능력, 그리고 학업성취 간의 구조적 관계가 남학생과 여학생에게서 다르게 나타날 가능성이 있음을 확인하였다. 본 연구 결과를 통해 그동안 중요하게 연구되지 않았던 투지와 과제집착력과 같은 요인들에 대한 조사를 제안한다. 투지와 과제집착력에 대한 연구를 통해 학생들의 흥미가 감소하는 원인과 학생들이 어렸을 때 가졌던 과학에 대한 흥미를 유지하기 위한 방안을 탐색할 수 있으며, 과학학업성취와 관련된 다양한 정의적 요인들에 대해 조사하는 연구가 가능할 것으로 기대된다.

Keywords

References

  1. Aschbacher, P. R., Ing, M., & Tsai, S. M. (2013). Boosting student interest in science. The Phi Delta Kappan, 95(2), 47-51. https://doi.org/10.1177/003172171309500211
  2. Bak, B. & Kang, H. (2006). Development and validation of a self-report form of integrative creativity scale, Journal of Educational Psychology, 21(1), 155-177.
  3. Baram-Tsabari, A. & Yarden, A. (2009). Identifying meta-clusters of students' interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999-1022. https://doi.org/10.1002/tea.20294
  4. Bazelais, P., Lemay, J. D., & Doleck, T. (2016). How does grit impact college students' academic achievement in science? European Journal of Science and Mathematics Education, 4(1), 33-34.
  5. Bloom, B. S. & Sosniak, L. A. (1981). Talent development vs. schooling. Educational Leadership, 38, 86-94.
  6. Bong, M., Kim, S., Reeve, J., Im, H., Lee, W., Jiang, Y., Kim, J., Kim, H., Noh, A., Noh, U., Paek, S., Song, J., Shin, J., Ahn, H., Woo, Y., Won, S., Lee, K., Lee, M., Lee, S., Lee, S., Lee, J., Jung, Y., Cho, C., & Hwang, A. (2012). SMILES (Student Motivation in the Learning Environment Scales). Korea University Brain Motivation Research Institute. Retrieved from http://bmri.korea.ac.kr/korean/research/assessment_scales/list.html?id=assessment.
  7. Bowman, A. N., Hill, L. P., & Denson, N. (2015). Keep on truckin' or stay the course? exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6, 639-645. https://doi.org/10.1177/1948550615574300
  8. Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955-970. https://doi.org/10.1002/tea.20249
  9. Charness, N., Tuffiash, M. I., Krampe, R. T., Reingold, E., & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19, 151-165. https://doi.org/10.1002/acp.1106
  10. Chi, E. & Ju, U. (2012). Exploring the construct and developing the scale for the measurement of creative leader competency. Journal of Educational Evaluation, 25(1), 69-94.
  11. Chung, Y. & Ahn, M. (2010). Effects of self-regulated learning on academic self-regulation, science achievement and science related affective domains. Journal of Korean Elementary Science Education, 29(4), 389-400.
  12. Duckworth, A. L. & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
  13. Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174-181. https://doi.org/10.1177/1948550610385872
  14. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
  15. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363
  16. Ericsson, K. A. & Ward, P. (2007). Capturing the naturally occurring superior performance of experts in the laboratory: Toward a science of expert and exceptional performance. Current Directions in Psychological Science, 16, 346-350. https://doi.org/10.1111/j.1467-8721.2007.00533.x
  17. Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51(7), 821-835. https://doi.org/10.1002/tea.21155
  18. Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176. https://doi.org/10.1002/tea.20442
  19. Gungor, A., Eryilmaz, A., & Fakioglu, T. (2007). The relationship of freshmen's physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036-1056. https://doi.org/10.1002/tea.20200
  20. Hidi, S. & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. https://doi.org/10.3102/00346543070002151
  21. Hidi, S. & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
  22. Hope, K. (1974). The Interpretation of path coefficients. Sociology, 8(3), 485-489. https://doi.org/10.1177/003803857400800309
  23. Ivcevic, Z. & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52(0), 29-36. https://doi.org/10.1016/j.jrp.2014.06.005
  24. Jang, J., Chung, Y., Choi, Y., & Kim, S.-W. (2013). Exploring the characteristics of science gifted students' ask commitment. Journal of the Korean Association for Research in Science Education, 33(1), 1-16. https://doi.org/10.14697/jkase.2013.33.1.001
  25. Jeon, K., Park, H., & Noh, T. (2006). The impact of motivational and cognitive variables on multiple-choice algorithmic chemistry problem solving achievement goal, perceived ability, learning strategy, and self-regulation. Journal of the Korean Association for Science Education, 26(1), 1-8.
  26. Jeong, M. & Park, W. (2006). Analysis of self-regulated learning factors on students' science process skills. Biology Education, 34(2), 145-154.
  27. Jeong, S., Kim, B., Koo, I., & Park, J. (2010). Effects on scientific inquiry, scientific attitudes, and scientific achievements of experimental classes for kinetics unit using self-regulated learning strategy. Journal of the Korean Association for Research in Science Education, 30(6), 681-692.
  28. Jo, S. (2011). The mediation effect of cognitive self-regulated learning strategy in the relationships between self-efficacy and achievement in science. Journal of the Korean Association for Research in Science Education, 31(6), 958-969.
  29. Kang, S., Yang, J., & Yeau, S. (2002). Analysis of self-regulated learning ability and psychological learning environment which influence on science achievement of middle school students. Biology Education, 30(2), 190-196.
  30. Kim A. & Cho, Y.-M. (2001). Relative potency of intelligence and motivation variables in predicting academic achievement. Journal of Educational Psychology, 15(4), 121-138.
  31. Kim, K. & Lee, H. (2009). The impact factors and longitudinal change of interest on scientific subject. Journal Science Education, 33(1), 100-110. https://doi.org/10.21796/jse.2009.33.1.100
  32. Kim, S. & Seo, H. (2011). Self-regulated learning ability related to science inquiry skill and affective domain of science in middle school students. Journal of the Korean Association for Research in Science Education, 35(2), 307-323.
  33. Kline, R. B. (2005). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
  34. Komarraju, M. K., Karau, S. J., & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47-52. https://doi.org/10.1016/j.lindif.2008.07.001
  35. Krajcik, J., Czerniak, C., & Berger, C. (2003), Teaching science in elementary and middle school classrooms: Project-based approach, 2nd ed., McGraw-Hill, New York.
  36. Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 3-25). Hillsdale, NJ: Erlbaum.
  37. Ku, B.-D., Yang, A.-K., & Choi, J.-J. (2014). A meta-analysis on the effects of academic achievement in self-efficacy: Focused on theses and journal paper in Korea since 2000. Korean Journal of Counseling, 15(5), 1979-2000. https://doi.org/10.15703/kjc.15.5.201410.1979
  38. Lee, J. & Chung, Y. (2014). An analysis of structural relationship among the attitude toward science, science motivation, self-regulated learning strategy, and science achievement in middle school students. Journal of the Korean Association for Research in Science Education, 34(5), 491-497. https://doi.org/10.14697/jkase.2014.34.5.0491
  39. Lee, J.-A., Park, S., & Kim, Y. (2011). Thinking styles and their relationship with self-regulated learning ability and scientific inquiry ability of the scientifically gifted students. Journal of Gifted/Talented Education, 21(3), 773-796. https://doi.org/10.9722/JGTE.2011.21.3.773
  40. Lee, S. & Sohn, Y. (2013). What are the strong predictors of academic achievement?: Deliberate practice and Grit. The Korean Journal of School Psychology, 10(3), 349-366. https://doi.org/10.16983/kjsp.2013.10.3.349
  41. MacCann, C. & Roberts, R. (2010). Do time management, grit, and self-control relate to academic achievement independently of conscientiousness? In R. Hicks (Ed.), Personality and individual differences: Current directions (pp. 79-90). Bowen Hills, QLD, AUS: Australian Academic Press.
  42. Maddi, S. R., Matthews, M. D., Kelly, D. R., Villarreal, B., & White, M. (2012). The role of hardiness and grit in predicting performance and retention of USMA cadets. Military Psychology, 24(1), 19-28. https://doi.org/10.1080/08995605.2012.639672
  43. Meece, J. & Painter, J. (2008). Gender, self-regulation, and motivation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and Self-regulated Learning: Theory, Research, and Applications (pp. 339-367). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  44. Mun, K., Mun, J., Shin, S., & Kim, S. (2014). Development and application of high school students' physics self-efficacy. Journal of the Korean Association for Research in Science Education, 34(7), 693-701. https://doi.org/10.14697/jkase.2014.34.7.0693
  45. National Research Council[NRC]. (2009). Learning science in informal environments: People, places, and pursuits. Washington DC: The National Academies Press.
  46. Park, H.-J. (2008). Test of Group invariance for the structural model among motivation, self-concept and student achievement: Using PISA 2006 data. Journal of Educational Evaluation, 21(3), 43-67. https://doi.org/10.2167/eri413.0
  47. Park, J. & Jhun, Y. (2014). An analysis of difficulties of teachers and students in class on weight. Journal of the Korean Association for Research in Science Education, 34(3), 295-301. https://doi.org/10.14697/jkase.2014.34.3.0295
  48. Park, J., Paik, S., & Kim, D. (2003). An analysis of conceptual difficulities in electrolysis of high school students, in-service chemistry teachers, and chemistry teachers. Journal of the Korean Association for Research in Science Education, 23(6), 660-670.
  49. Park, M. & Lee, Y. (2011). The relationship between learning motivation and task commitment of science-gifted. Journal of Gifted/Talented Education, 21(4), 961-977. https://doi.org/10.9722/JGTE.2011.21.4.961
  50. Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46(2), 166-191. https://doi.org/10.1002/tea.20276
  51. Reed, J., Pritschet, B. L., & Cutton, D. M. (2013). Grit, conscientiousness, and the transtheoretical model of change for exercise behavior. Journal of Health Psychology, 18(5), 612-619. https://doi.org/10.1177/1359105312451866
  52. Renzulli, J. S. (2000). The identification and development of giftedness as a paradigm for school reform. Journal of Science Education and Technology, 9(2), 95-114. https://doi.org/10.1023/A:1009429218821
  53. Robertson-Kraft, C. & Duckworth, A. L. (2014). True Grit: Trait-level Perseverance and Passion for Long-term Goals Predicts Effectiveness and Retention among Novice Teachers. Teachers College Record, 116(3), 1-27.
  54. Schunk, D. H. & Zimmerman, B. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
  55. Seo, H. (2009). Characteristics of Middle School Students in a Biology Special Class at Science Gifted Education Center: Self-regulated learning abilities, personality traits and learning preferences. Journal of Gifted/Talented Education, 19(3), 457-476.
  56. Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83. https://doi.org/10.1037/0012-1649.42.1.70
  57. Strayhorn, T. L. (2013). What role does grit play in the academic success of Black male collegians at predominantly White institutions?. Journal of African American Studies, 18, 1-10. https://doi.org/10.1080/13629387.2012.702013
  58. Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537. https://doi.org/10.1002/tea.21010
  59. Wolters, C. A. & Hussain, M. (2015). Investigating grit and its relations with college students' self-regulated learning and academic achievement. 10(3), 293-311. https://doi.org/10.1007/s11409-014-9128-9
  60. Woo, Y. (2014). Relationships among utility value, persistence, and achievement depending on the self-efficacy: The mediating role of situational interest. The Korean Journal of Educational Psychology, 28(3), 405-420.
  61. Yune, S. & Bae, S. (2011). Learning difficulties of science gifted high-school students based on Korea science academy survey. Journal of the Korean Association for Research in Science Education, 31(6), 920-930.
  62. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-399. https://doi.org/10.1037/0022-0663.81.3.329
  63. Zimmerman, B. J. & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. https://doi.org/10.1037/0022-0663.80.3.284
  64. Zimmerman, B. J. & Martinez-Pons, M. (1990). Student differences in self regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. https://doi.org/10.1037/0022-0663.82.1.51

Cited by

  1. Growth mindset and motivation: a study into secondary school science learning vol.32, pp.4, 2017, https://doi.org/10.1080/02671522.2017.1318809
  2. Grit and Preference for Challenging Task: Focusing on the Moderational Effect of Academic Competence on Interest and Effort vol.29, pp.4, 2016, https://doi.org/10.17927/tkjems.2017.29.4.657
  3. 초등 과학영재와 일반학생의 그릿(Grit)과 학업적 실패내성 및 심리적 안녕감과의 비교 vol.36, pp.4, 2016, https://doi.org/10.15267/keses.2017.36.4.439
  4. Differences in Middle School Students’ Behavioral Control and Self-Determination by 그릿 Type vol.30, pp.1, 2016, https://doi.org/10.17927/tkjems.2018.30.1.73
  5. Analysis of Latent Profiles in Self-regulated Learning among University Students: Focusing on Grit's Prediction vol.30, pp.2, 2018, https://doi.org/10.17927/tkjems.2018.30.2.91
  6. 초등예비교사의 Jigsaw 협동학습 수업이 과제집착력 및 창의적 인성에 미치는 효과 vol.12, pp.3, 2016, https://doi.org/10.15523/jksese.2019.12.3.198
  7. 초등학생들의 '계절의 변화' 단원에 대한 Jigsaw 협동학습이 과제집착력 및 창의적 인성에 미치는 효과 vol.13, pp.2, 2016, https://doi.org/10.15523/jksese.2020.13.2.186
  8. 디지털 시대에 요구되는 예비 초등교사의 과학 관련 협력적 문제해결역량 분석 vol.39, pp.4, 2020, https://doi.org/10.15267/keses.2020.39.4.494