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    Multi-Group Analyses by Grades and Achievement Levels

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    ํ•™์œ„๋…ผ๋ฌธ(์„์‚ฌ) -- ์„œ์šธ๋Œ€ํ•™๊ต๋Œ€ํ•™์› : ์‚ฌ๋ฒ”๋Œ€ํ•™ ํ˜‘๋™๊ณผ์ • ํŠน์ˆ˜๊ต์œก์ „๊ณต, 2022. 8. ๊น€๋™์ผ.1. Rationale Although perceived difficulties in reading (PD-R) has been regarded as an important affective predictor of reading skills (e.g., Chapman & Tunmer, 2003; Kush, Watkins, & Brookhart, 2005; Rider & Colmar, 2005), it is difficult to be changed once formed. Morgan and colleagues (2008) found that even six months into the first grade, students with poor emergent literacy skills already had weaker reader self-concepts than their peers. The difference in self-perception of this age then remained stable over a three-year period despite significant improvement in the decoding skills of the children with poor reader self-concepts. A study of first-graders in New Zealand also showed that students with poor emergent literacy skills reported more negative reader self-ability beliefs than their peers, even as early as six to eight weeks into the first grade (Chapman, Tunmer, & Prochnow, 2000). In addition, researchers found no evidence for considerable grade-level differences in the relationship between PD-R and RA between students in Grade 4, 7, and 10 (Shell et al., 1995). For students who have to learn new things through reading, these findings imply that educational support to improve PD-R may not reap benefits as expected. However, not only PD-R but perceived difficulties in attention (PD-A) can predict studentsโ€™ RA (Loper, Hallahan, & Ianna, 1982). Based on the result of Chapman et al. (2000) that PD-R is also likely to be generalized into PD in any other academic and cognitive domains, it can be assumed that PD-A can mediate the effect of PD-R on RA. Considering aforementioned limitations, the current study aimed to examine the mediating effect of PD-A on the relationship between PD-R and RA. After discovering the mediating effect, it is necessary to confirm whether those relationships are varied across studentsโ€™ grade. This is because the longitudinal relationship among PD-R, PD-A, and RA is rarely discovered, whereas the longitudinal relationship between PD-R and RA have been actively investigated. Furthermore, it is also important to examine whether these associations are different between average and low achieving students. The main reason of investigating PD-RA relationship is to collect valuable information to plan educational support customized for low achieving students. In order to provide low achievers with adaptive reading intervention, it should be followed whether the structural relationship among PD-R, PD-A, and RA is different according to achievement levels of each student. Therefore, this study was initiated not only to demonstrate the mediating effect of PD-A on the relationship between PD-R and RA, but also to confirm whether this structural association is different across grades and achievement levels of elementary school students. 2. Methods To solve the proposed research questions, data of 1,405 3rd-5th grade students from six elementary school students in K province, South Korea were collected in March through April of 2021. โ€œLearning Disability Screening Test (LDST; Kim, 2012)โ€ was used to measure studentsโ€™ PD-R and PD-A. LDST is a self-report survey that students respond self-perceived academic difficulties. Researcher collected studentsโ€™ responses of four items measuring PD-R and other four items measuring PD-A and utilized them into statistical analyses. In addition, โ€œBasic Academic Skills Assessment: Vocabulary (BASA: V; Kim, 2019a)โ€ and โ€œBasic Academic Skills Assessment: Reading Comprehension (BASA: RC; Kim, 2019b)โ€ were used as measures of childrenโ€™s actual reading skills. Raw scores were all transformed into standardized scores and percentile based on the norm by grades. Children who were situated within 15th percentile from the bottom in both of RA assessments were designated as low achievers (Kim, 2000). Statistical methods used in the present study were as follows. First, descriptive statistics and Pearson correlation analyses were conducted to explore the general tendency of study variables, using the SPSS statistical program. A normality assumption for structural equation modeling (SEM) was also verified by checking skewness and kurtosis of measured variables. Furthermore, one-way ANOVA was performed to confirm whether means of study variables were different across grades and achievement levels of participants. Second, confirmatory factor analysis (CFA), SEM analysis, and bootstrap method (N=5,000) were conducted to demonstrate the mediating effect of PD-A in the effect of PD-R on RA, utilizing the lavaan package of R statistical program. Third, two sets of multi-group analysis were performed to confirm whether the structural relationship among PD-R, PD-A, and RA is different according to childrenโ€™s grades and achievement levels. During all statistical analyses, childrenโ€™s sex and multicultural background were inserted into the research model as covariates so as to control the influences of these variables. 3. Results and Discussions A summary of results and discussions derived from the current study was as follows. First, the results of CFA, SEM analysis, and bootstrap method showed that PD-A mediates the effect of PD-R on RA. That is, high PD-R can positively affect PD-A but negatively effect RA, and high PD-A can also leverage childrenโ€™s low RA. Educators thus accurately understand affective and perceptual bases of RA and try to provide students with reading intervention accompanied by efforts to enhance their positive self-perception in attention as well as in reading. Second, this structural relationship was not different across studentsโ€™ grades. 3rd-5th grade students who were selected as participants of the present study had similar levels of influences among PD-R, PD-A, and RA. Since students in this stage are known to experience the transition from โ€œlearning to readโ€ to โ€œreading to learnโ€ (Chapman & Tunmer, 1997), they might experience low RA if forming high PD. Hence, educators teaching 3rd-5th grade students should take a careful caution not to form high PD in reading and attention, and try to teach them strategies to monitor their current and improved attention state. Lastly, the structural relationship among PD-R, PD-A, and RA also did not show any statistical difference between low and average achieving students. In other words, less skilled readers do not have extremely high or low PD compared to their actual RA, but rather form appropriate and realistic academic self-perception. Since PD-R and PD-A of low achievers are good predictors of actual RA as the same as those of average achievers, childrenโ€™s risk of fail in reading can be successfully predicted by simply measuring PD in classrooms. Therefore, teachers are necessary to regularly use measures such as LDST so as to identify studentsโ€™ difficulties in reading, and apply this information into selecting students who should be referred to supplementary interventions.1. ์—ฐ๊ตฌ์˜ ๋ฐฐ๊ฒฝ ๋ฐ ๋ชฉ์  ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€์€ ์ฝ๊ธฐ๋Šฅ๋ ฅ์„ ์˜ˆ์ธกํ•˜๋Š” ๋ณ€์ธ์œผ๋กœ ์†๊ผฝํ˜€์™”์ง€๋งŒ(์˜ˆ: Chapman & Tunmer, 2003; Kush, Watkins, & Brookhart, 2005; Rider & Colmar, 2005) ์ผ๋‹จ ํ˜•์„ฑ๋˜๋ฉด ์ž˜ ๋ณ€ํ•˜๊ธฐ ์–ด๋ ค์šด ๊ฒƒ์ด ํŠน์ง•์ด๋‹ค. Morgan ์™ธ(2008)์€ ์ดˆ๋“ฑํ•™๊ต 1ํ•™๋…„์œผ๋กœ ์ง„๊ธ‰ํ•˜๊ณ  6๊ฐœ์›”์ด ์ง€๋‚œ ์‹œ์ ์— ์ด๋ฏธ ํ•™์ƒ๋“ค์€ ์ž์‹ ์˜ ์ฝ๊ธฐ๋Šฅ๋ ฅ์— ๋Œ€ํ•œ ์ธ์‹์„ ํ˜•์„ฑํ•˜๋Š” ๊ฒƒ์„ ๋ฐํ˜”๋‹ค. ๊ทธ๋ฆฌ๊ณ  ๋†’์€ ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€์„ ๊ฐ€์ง„ ํ•™์Šต์ž๋Š” ์ฝ๊ธฐ ๊ธฐ์ˆ ์ด ํฌ๊ฒŒ ํ–ฅ์ƒ๋˜์—ˆ์Œ์—๋„ ๋ถˆ๊ตฌํ•˜๊ณ  ๊ทธ ์–ด๋ ค์›€์ด 3ํ•™๋…„ ๋•Œ๊นŒ์ง€๋„ ์—ฌ์ „ํžˆ ๋ถ€์ •์ ์ธ ์ƒํƒœ์— ๋จธ๋ฌผ๋Ÿฌ ์žˆ์Œ์„ ํ™•์ธํ•˜์˜€๋‹ค. ๋‰ด์งˆ๋žœ๋“œ์˜ 1ํ•™๋…„์„ ๋Œ€์ƒ์œผ๋กœ ์‹ค์‹œ๋œ ์—ฐ๊ตฌ์—์„œ๋„ ๋†’์€ ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€๊ณผ ๋‚ฎ์€ ์ฝ๊ธฐ์„ฑ์ทจ๋Š” ์•ˆ์ •์ ์ธ ๊ด€๊ณ„๋ฅผ ๋ณด์˜€์œผ๋ฉฐ, ์ด๋Š” 1ํ•™๋…„์ด ์‹œ์ž‘๋˜๊ณ  6-8์ฃผ๋งŒ์— ํ˜•์„ฑ๋˜๊ธฐ๋„ ํ•จ์„ ๋ฐํ˜”๋‹ค(Chapman, Tunmer, & Prochnow, 2000). ์ด๋ฟ๋งŒ ์•„๋‹ˆ๋ผ ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€๊ณผ ์ฝ๊ธฐ์„ฑ์ทจ ๊ฐ„์˜ ๊ด€๊ณ„๋Š” 4ํ•™๋…„, 7ํ•™๋…„, 10ํ•™๋…„ ์‚ฌ์ด์— ์œ ์˜ํ•œ ์ฐจ์ด๊ฐ€ ์—†์„ ์ •๋„๋กœ ์•ˆ์ •์ ์ธ ๊ฒƒ์œผ๋กœ ๋“œ๋Ÿฌ๋‚ฌ๋‹ค(Shell et al., 1995). ์ด๋Ÿฌํ•œ ์—ฐ๊ตฌ๋“ค์€ ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€ ์ž์ฒด๊ฐ€ ๋ณ€ํ•˜๊ธฐ ์–ด๋ ค์šธ ์ •๋„๋กœ ๊ณ ์ •์ ์ด๋ฉฐ, ํŠนํžˆ ์ฝ๊ธฐ๋ฅผ ํ†ตํ•ด ์ƒˆ๋กœ์šด ๊ฒƒ์„ ๋ฐฐ์›Œ์•ผ ํ•˜๋Š” ๋‹จ๊ณ„์— ์™€์žˆ๋Š” ํ•™์ƒ๋“ค์—๊ฒŒ ๋”์šฑ ๊ทธ๋ ‡๋‹ค๋Š” ๊ฒƒ์„ ํ™•์ฆํ•œ๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ์ฝ๊ธฐ๋Šฅ๋ ฅ์„ ์˜ˆ์ธกํ•˜๋Š” ์ž๊ธฐ์ธ์‹์  ๋ณ€์ธ์€ ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€๋งŒ ์กด์žฌํ•˜๋Š” ๊ฒƒ์ด ์•„๋‹ˆ๋‹ค. ์ง€๊ฐ๋œ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€ ์—ญ์‹œ ์ฝ๊ธฐ๋Šฅ๋ ฅ์„ ์˜ˆ์ธกํ•˜๋Š” ๋ณ€์ธ์œผ๋กœ ์•Œ๋ ค์ ธ ์žˆ๋‹ค(Loper, Hallahan, & Ianna, 1982). ๋˜ํ•œ, ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€์ด ๋‹ค๋ฅธ ํ•™์—…์  ์˜์—ญ์—์„œ์˜ ์ง€๊ฐ๋œ ์–ด๋ ค์›€์— ์˜ํ–ฅ์„ ๋ฏธ์น  ์ˆ˜ ์žˆ๋‹ค๋Š” ์„ ํ–‰์—ฐ๊ตฌ(Chapman et al., 2000)์— ๊ทผ๊ฑฐํ•˜์—ฌ, ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€์€ ์ง€๊ฐ๋œ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€์— ์˜ํ–ฅ์„ ๋ฏธ์น˜๊ณ , ์ด๊ฒƒ์ด ์ฝ๊ธฐ์„ฑ์ทจ๋กœ ๊ฐ€๋Š” ๊ฒฝ๋กœ๋ฅผ ๋งค๊ฐœํ•œ๋‹ค๊ณ  ๊ฐ€์ •ํ•  ์ˆ˜ ์žˆ๋‹ค. ์ด ๋‘ ๊ฐ€์ง€ ์„ ํ–‰์—ฐ๊ตฌ์˜ ํ•œ๊ณ„๋ฅผ ์ข…ํ•ฉํ•˜์—ฌ ๋ณธ ์—ฐ๊ตฌ์—์„œ๋Š” ์ฝ๊ธฐ์—์„œ์˜ ์ง€๊ฐ๋œ ์–ด๋ ค์›€์ด ์‹ค์ œ ์ฝ๊ธฐ์„ฑ์ทจ์— ์˜ํ–ฅ์„ ๋ฏธ์น˜๋Š” ๊ณผ์ •์—์„œ ์ฃผ์˜์ง‘์ค‘์—์„œ์˜ ์ง€๊ฐ๋œ ์–ด๋ ค์›€์ด ์ด๋ฅผ ๋งค๊ฐœํ•˜๋Š” ํšจ๊ณผ๋ฅผ ๋“œ๋Ÿฌ๋‚ด๊ณ ์ž ํ•˜์˜€๋‹ค. ํ•œํŽธ, ์ด ๊ตฌ์กฐ์  ๊ด€๊ณ„๊ฐ€ ํ•™๋…„์— ๋”ฐ๋ผ ์ฐจ์ด๊ฐ€ ์žˆ๋Š”์ง€์˜ ์—ฌ๋ถ€๋ฅผ ๊ฒ€ํ† ํ•  ํ•„์š”๊ฐ€ ์žˆ๋‹ค. ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€๊ณผ ์ฝ๊ธฐ์„ฑ์ทจ์˜ ์ข…๋‹จ์  ๊ด€๊ณ„์— ๋Œ€ํ•œ ์—ฐ๊ตฌ๋Š” ๋งŽ์ด ์ด๋ฃจ์–ด์ ธ์™”์œผ๋‚˜, ์ง€๊ฐ๋œ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€์„ ํฌํ•จํ•œ ๊ตฌ์กฐ์  ๊ด€๊ณ„์— ๋Œ€ํ•ด์„œ๋Š” ์ž˜ ํƒ๊ตฌ๋˜์ง€ ์•Š์•˜์œผ๋ฏ€๋กœ, ์ด ๊ด€๊ณ„๊ฐ€ ํ•™๋…„์— ๋”ฐ๋ผ ํ†ต๊ณ„์ ์œผ๋กœ ์œ ์˜ํ•œ ์ฐจ์ด๊ฐ€ ์žˆ๋Š”์ง€ ์‚ดํŽด๋ณผ ํ•„์š”๊ฐ€ ์žˆ๋‹ค. ์ด๋ฟ๋งŒ ์•„๋‹ˆ๋ผ, ๊ตฌ์กฐ์  ๊ด€๊ณ„๊ฐ€ ์„ฑ์ทจ์ˆ˜์ค€(์ผ๋ฐ˜์„ฑ์ทจ ํ˜น์€ ์ €์„ฑ์ทจ)์— ๋”ฐ๋ผ ์ฐจ์ด๊ฐ€ ์žˆ๋Š”์ง€๋„ ํ™•์ธํ•  ํ•„์š”๊ฐ€ ์žˆ๋‹ค. ์ฝ๊ธฐ์— ์˜ํ–ฅ์„ ๋ฏธ์น˜๋Š” ๋ณ€์ธ๋“ค์„ ๊ฒ€ํ† ํ•˜๋Š” ์ฃผ์š”ํ•œ ์ด์œ ๋Š” ์ €์„ฑ์ทจ ํ˜น์€ ํ•™์Šต๋ถ€์ง„์œผ๋กœ ์ผ์ปฌ์–ด์ง€๋Š” ํ•™์ƒ๋“ค์˜ ํŠน์„ฑ์— ๋งž๋Š” ๊ต์œก์  ์ง€์›์„ ๊ณ„ํšํ•˜๊ธฐ ์œ„ํ•ด์„œ์ด๋‹ค. ์ €์„ฑ์ทจ ํ•™์ƒ์—๊ฒŒ ๋ถ€ํ•ฉํ•˜๋Š” ์ฝ๊ธฐ ์ค‘์žฌ๋ฅผ ๊ณ„ํšํ•˜๊ธฐ ์œ„ํ•ด์„œ๋Š” ์ผ๋ฐ˜์„ฑ์ทจ ์ˆ˜์ค€์— ํ•ด๋‹นํ•˜๋Š” ํ•™์ƒ๋“ค๊ณผ ์ €์„ฑ์ทจ ์ˆ˜์ค€์— ํ•ด๋‹นํ•˜๋Š” ํ•™์ƒ๋“ค์ด ๋ณด์ด๋Š” ๊ตฌ์กฐ์  ๊ด€๊ณ„๊ฐ€ ๋‹ค๋ฅธ์ง€ ํ™•์ธํ•˜๋Š” ์ž‘์—…์ด ์„ ํ–‰๋˜์–ด์•ผ ํ•œ๋‹ค. ๋”ฐ๋ผ์„œ ๋ณธ ์—ฐ๊ตฌ์—์„œ๋Š” ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€์ด ์ง€๊ฐ๋œ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€์„ ๋งค๊ฐœ๋กœ ์ฝ๊ธฐ์„ฑ์ทจ์— ๋ฏธ์น˜๋Š” ์˜ํ–ฅ์„ ํ™•์ธํ•จ๊ณผ ๋™์‹œ์—, ์ด ๊ด€๊ณ„๊ฐ€ ํ•™๋…„ ๋ฐ ์„ฑ์ทจ์ˆ˜์ค€์— ๋”ฐ๋ผ ๋‹ค๋ฅธ์ง€ ์—ฌ๋ถ€๋ฅผ ํŒ๋‹จํ•˜๊ณ ์ž ํ•˜์˜€๋‹ค. 2. ์—ฐ๊ตฌ ๋ฐฉ๋ฒ• ์—ฐ๊ตฌ๋ฌธ์ œ๋ฅผ ํ•ด๊ฒฐํ•˜๊ธฐ ์œ„ํ•˜์—ฌ 2021๋…„ 3-4์›” K๋„ ์†Œ์žฌ 6๊ฐœ์˜ ์ดˆ๋“ฑํ•™๊ต 3-5ํ•™๋…„ ํ•™์ƒ 1,405๋ช…์„ ํ‘œ์ง‘ํ•˜์˜€์œผ๋ฉฐ, ์ด๋“ค์˜ ์ง€๊ฐ๋œ ์ฝ๊ธฐ ๋ฐ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€๊ณผ ์ฝ๊ธฐ์„ฑ์ทจ๋ฅผ ์ธก์ •ํ•˜์˜€๋‹ค. ์ง€๊ฐ๋œ ์ฝ๊ธฐ ๋ฐ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€์„ ์ธก์ •ํ•˜๊ธฐ ์œ„ํ•ด์„œ๋Š” โ€˜ํ•™์Šต์žฅ์•  ์„ ๋ณ„๊ฒ€์‚ฌ(Learning Disability Screening Test; LDST; ๊น€๋™์ผ, 2012)โ€™๋ฅผ ํ™œ์šฉํ•˜์˜€๋‹ค. ํ•™์Šต์žฅ์•  ์„ ๋ณ„๊ฒ€์‚ฌ๋Š” ํ•™์ƒ ๋ณธ์ธ์ด ์ง€๊ฐํ•˜๋Š” ํ•™์—…๋Šฅ๋ ฅ์˜ ์–ด๋ ค์›€์„ ํ‰๊ฐ€ํ•˜์—ฌ ์‘๋‹ตํ•˜๋Š” ์ž๊ธฐ๋ณด๊ณ ์‹ ์„ค๋ฌธ์กฐ์‚ฌ์ด๋‹ค. ์—ฐ๊ตฌ์ž๋Š” ์ด ์ค‘์—์„œ ์ฝ๊ธฐ์— ๋Œ€ํ•œ ์–ด๋ ค์›€์— ๋Œ€ํ•œ ๋ฌธํ•ญ 4๊ฐœ์™€ ์ฃผ์˜์ง‘์ค‘์— ๋Œ€ํ•œ ์–ด๋ ค์›€์„ ๋‚˜ํƒ€๋‚ด๋Š” ๋ฌธํ•ญ 4๊ฐœ์˜ ์ •๋ณด๋ฅผ ๋ถ„์„์— ํ™œ์šฉํ•˜์˜€๋‹ค. ๋˜ํ•œ, ์ฝ๊ธฐ์„ฑ์ทจ๋ฅผ ์ธก์ •ํ•˜๊ธฐ ์œ„ํ•ด์„œ๋Š” โ€˜๊ธฐ์ดˆํ•™์Šต๊ธฐ๋Šฅ ์ˆ˜ํ–‰ํ‰๊ฐ€์ฒด์ œ: ์–ดํœ˜๊ฒ€์‚ฌ(Basic Academic Skills Assessment: Vocabulary; BASA: V; ๊น€๋™์ผ, 2019a)โ€™์™€ โ€˜๊ธฐ์ดˆํ•™์Šต๊ธฐ๋Šฅ ์ˆ˜ํ–‰ํ‰๊ฐ€์ฒด์ œ: ์ฝ๊ธฐ์ดํ•ด๊ฒ€์‚ฌ(Basic Academic Skills Assessment: Reading Comprehension; BASA: RC; ๊น€๋™์ผ, 2019b)โ€™๋ฅผ ํ™œ์šฉํ•˜์˜€๋‹ค. ๊ฐ ํ•™์ƒ์ด ์–ป์€ ์›์ ์ˆ˜๋Š” ํ•™๋…„๊ทœ์ค€์— ๋”ฐ๋ผ T์ ์ˆ˜์™€ ๋ฐฑ๋ถ„์œ„ ์ ์ˆ˜๋กœ ๋ณ€ํ™˜๋˜์—ˆ์œผ๋ฉฐ, ๋‘ ์ฝ๊ธฐ์„ฑ์ทจ ๊ฒ€์‚ฌ ๋ชจ๋‘์—์„œ ๋ฐฑ๋ถ„์œ„ ์ ์ˆ˜ 15์  ์ดํ•˜๋ฅผ ํš๋“ํ•œ ํ•™์ƒ๋“ค์€ ๊น€๋™์ผ(2000)์— ๋”ฐ๋ผ ์ €์„ฑ์ทจ๋กœ ๋ถ„๋ฅ˜๋˜์—ˆ๋‹ค. ์ž๋ฃŒ๋ถ„์„์„ ์œ„ํ•ด ์‚ฌ์šฉ๋œ ๋ฐฉ๋ฒ•์€ ๋‹ค์Œ๊ณผ ๊ฐ™๋‹ค. ์ฒซ์งธ, ์—ฐ๊ตฌ ๋ณ€์ธ๋“ค์˜ ์ผ๋ฐ˜์ ์ธ ๊ฒฝํ–ฅ์„ฑ์„ ์‚ดํŽด๋ณด๊ธฐ ์œ„ํ•˜์—ฌ SPSS ํ†ต๊ณ„ ํ”„๋กœ๊ทธ๋žจ์„ ํ™œ์šฉํ•˜์—ฌ ๊ธฐ์ˆ ํ†ต๊ณ„ ๋ถ„์„ ๋ฐ Pearson ์ƒ๊ด€๋ถ„์„์„ ์‹ค์‹œํ•˜์˜€๋‹ค. ๊ธฐ์ˆ ํ†ต๊ณ„ ๋ถ„์„์—์„œ๋Š” ๊ตฌ์กฐ๋ฐฉ์ •์‹๋ชจํ˜•์„ ์œ„ํ•œ ๊ฐ€์ •์ธ ์ •๊ทœ์„ฑ ๊ฐ€์ •์„ ๋งŒ์กฑํ•˜๋Š”์ง€ ์™œ๋„์™€ ์ฒจ๋„๋ฅผ ํ†ตํ•ด ํ™•์ธํ•˜์˜€๋‹ค. ๋˜ํ•œ, ์ผ์›๋ถ„์‚ฐ๋ถ„์„์„ ํ™œ์šฉํ•˜์—ฌ ํ•™๋…„ ๋ฐ ์„ฑ์ทจ์ˆ˜์ค€์— ๋”ฐ๋ผ ์—ฐ๊ตฌ์˜ ์ฃผ์š” ๋ณ€์ธ๋“ค์ด ํ†ต๊ณ„์  ์ฐจ์ด๋ฅผ ๋ณด์ด๋Š”์ง€ ๊ฒ€์ฆํ•˜์˜€๋‹ค. ๋‘˜์งธ, ์ฃผ์˜์ง‘์ค‘์— ๋Œ€ํ•œ ์ž๊ธฐ์ธ์‹์ด ๊ฐ€์ง€๋Š” ์ฝ๊ธฐ์— ๋Œ€ํ•œ ์ž๊ธฐ์ธ์‹๊ณผ ์ฝ๊ธฐ์„ฑ์ทจ ๊ฐ„์˜ ๋งค๊ฐœํšจ๊ณผ๋ฅผ ๊ฒ€์ฆํ•˜๊ธฐ ์œ„ํ•ด R์˜ lavaan ํŒจํ‚ค์ง€๋ฅผ ํ™œ์šฉํ•˜์—ฌ ํ™•์ธ์  ์š”์ธ๋ถ„์„, ๊ตฌ์กฐ๋ฐฉ์ •์‹๋ชจํ˜• ๋ถ„์„, ๊ทธ๋ฆฌ๊ณ  ๋ถ€ํŠธ์Šคํƒœ๋ž˜ํ•‘ ๋ฐฉ๋ฒ•(N=5,000)์„ ์‹ค์‹œํ•˜์˜€๋‹ค. ์…‹์งธ, ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€, ์ง€๊ฐ๋œ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€, ์ฝ๊ธฐ์„ฑ์ทจ ๊ฐ„์˜ ๊ตฌ์กฐ์  ๊ด€๊ณ„๊ฐ€ ํ•™๋…„ ๋ฐ ์„ฑ์ทจ์ˆ˜์ค€์— ๋”ฐ๋ผ ๋‹ค๋ฅธ์ง€ ํŒŒ์•…ํ•˜๊ธฐ ์œ„ํ•˜์—ฌ ๋‹ค์ง‘๋‹จ๋ถ„์„์„ ์‹ค์‹œํ•˜์˜€๋‹ค. ๋ชจ๋“  ๊ตฌ์กฐ๋ฐฉ์ •์‹๋ชจํ˜• ๋ถ„์„์—์„œ๋Š” ๊ณต๋ณ€๋Ÿ‰์œผ๋กœ ์•„๋™์˜ ์„ฑ๋ณ„๊ณผ ๋‹ค๋ฌธํ™”๊ฐ€์ • ์†Œ์† ์—ฌ๋ถ€๋ฅผ ํˆฌ์ž…ํ•˜์—ฌ, ์ด ๋‘ ์š”์ธ์ด ๊ตฌ์กฐ์  ๊ด€๊ณ„์— ๋ฏธ์น˜๋Š” ์˜ํ–ฅ์„ ํ†ต์ œํ•˜๊ณ ์ž ํ•˜์˜€๋‹ค. 3. ๊ฒฐ๊ณผ ๋ฐ ๋…ผ์˜ ๋ณธ ์—ฐ๊ตฌ์˜ ๊ฒฐ๊ณผ์™€ ์ด์— ๋”ฐ๋ฅธ ๋…ผ์˜์ ์„ ์š”์•ฝํ•˜๋ฉด ๋‹ค์Œ๊ณผ ๊ฐ™๋‹ค. ์ฒซ์งธ, ํ™•์ธ์  ์š”์ธ๋ถ„์„, ๊ตฌ์กฐ๋ฐฉ์ •์‹๋ชจํ˜• ๋ถ„์„, ๊ทธ๋ฆฌ๊ณ  ๋ถ€ํŠธ์ŠคํŠธ๋žฉ ๋ฐฉ๋ฒ•์„ ์ ์šฉํ•œ ๊ฒฐ๊ณผ, ์ง€๊ฐ๋œ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€์€ ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€๊ณผ ์ฝ๊ธฐ์„ฑ์ทจ๋ฅผ ์œ ์˜ํ•˜๊ฒŒ ๋งค๊ฐœํ•˜๋Š” ๊ฒƒ์œผ๋กœ ๋‚˜ํƒ€๋‚ฌ๋‹ค. ์ฆ‰, ์ฝ๊ธฐ์— ๋Œ€ํ•œ ๊ธ์ •์ ์ธ ์ž๊ธฐ์ธ์‹(๋‚ฎ์€ ์–ด๋ ค์›€์— ๋Œ€ํ•œ ์ง€๊ฐ)์€ ์ฝ๊ธฐ์„ฑ์ทจ์— ๊ธ์ •์ ์ธ ์˜ํ–ฅ์„ ๋ฏธ์น  ๋ฟ๋งŒ ์•„๋‹ˆ๋ผ, ์ฃผ์˜์ง‘์ค‘์— ๋Œ€ํ•œ ๊ธ์ •์ ์ธ ์ž๊ธฐ์ธ์‹(๋‚ฎ์€ ์–ด๋ ค์›€์— ๋Œ€ํ•œ ์ง€๊ฐ)์—๋„ ์˜ํ–ฅ์„ ๋ฏธ์น˜๊ณ , ์ด ์ฃผ์˜์ง‘์ค‘์— ๋Œ€ํ•œ ๊ธ์ •์ ์ธ ์ž๊ธฐ์ธ์‹์ด ๊ฒฐ๊ณผ์ ์œผ๋กœ ์ฝ๊ธฐ์„ฑ์ทจ์— ๊ธ์ •์ ์ธ ์˜ํ–ฅ์„ ๋ฏธ์น˜๊ฒŒ ๋œ๋‹ค. ๊ทธ๋Ÿฌ๋ฏ€๋กœ ๊ต์‚ฌ๋Š” ์ฝ๊ธฐ์„ฑ์ทจ์— ์˜ํ–ฅ์„ ๋ฏธ์น˜๋Š” ์ •์„œ์ ยท์ธ์‹์  ์š”์ธ๋“ค์— ๋Œ€ํ•œ ์ •ํ™•ํ•œ ์ดํ•ด๋ฅผ ๋ฐ”ํƒ•์œผ๋กœ ์ฝ๊ธฐ ๋ฐ ์ฃผ์˜์ง‘์ค‘์— ๋Œ€ํ•œ ๊ธ์ •์  ์ž๊ธฐ์ธ์‹์„ ํ˜•์„ฑํ•  ์ˆ˜ ์žˆ๋Š” ๋…ธ๋ ฅ์„ ์ฝ๊ธฐ ๊ทธ ์ž์ฒด์— ๋Œ€ํ•œ ์ค‘์žฌ์™€ ๋ณ‘ํ–‰ํ•ด์•ผ ํ•  ๊ฒƒ์ด๋‹ค. ๋‘˜์งธ, ์ด ๊ตฌ์กฐ์  ๊ด€๊ณ„๋Š” ํ•™๋…„์— ๋”ฐ๋ผ ์œ ์˜ํ•œ ์ฐจ์ด๋ฅผ ๋ณด์ด์ง€ ์•Š์•˜๋‹ค. ์ฆ‰, ๋ณธ ์—ฐ๊ตฌ์—์„œ ๋Œ€์ƒ์ž๋กœ ๋ชจ์ง‘ํ•œ 3-5ํ•™๋…„์˜ ์‹œ๊ธฐ์—๋Š” ์—ฐ๊ตฌ ๋ณ€์ธ๋“ค ๊ฐ„์— ์„œ๋กœ ๋น„์Šทํ•œ ์˜ํ–ฅ์„ ์ฃผ๊ณ ๋ฐ›๋Š”๋‹ค๋Š” ์‚ฌ์‹ค์„ ์•Œ ์ˆ˜ ์žˆ๋‹ค. ์ดˆ๋“ฑํ•™๊ต 3-5ํ•™๋…„์€ โ€˜์ฝ๊ธฐ ์œ„ํ•œ ํ•™์Šตโ€™์—์„œ โ€˜ํ•™์Šต์„ ์œ„ํ•œ ์ฝ๊ธฐโ€™๋กœ ์ „ํ™˜๋˜๋Š” ์‹œ๊ธฐ์ด๋ฉฐ(Chapman & Tunmer, 1997), ์ด ์‹œ๊ธฐ์— ๋†’์€ ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€์„ ํ˜•์„ฑํ•˜๊ฒŒ ๋œ๋‹ค๋ฉด ์ฃผ์˜์ง‘์ค‘๊ณผ ๊ฐ™์€ ๋‹ค๋ฅธ ํ•™์—…์  ์˜์—ญ์— ๋Œ€ํ•œ ์ž๊ธฐ์ธ์‹์— ๋ถ€์ •์ ์ธ ์˜ํ–ฅ์„ ๋ผ์น  ๋ฟ๋งŒ ์•„๋‹ˆ๋ผ ์ „๋ฐ˜์ ์ธ ์ฝ๊ธฐ์„ฑ์ทจ์— ์•…์˜ํ–ฅ์„ ๋ฏธ์น  ์ˆ˜ ์žˆ๋‹ค. ๋”ฐ๋ผ์„œ ์ด ์‹œ๊ธฐ์˜ ํ•™์ƒ๋“ค์—๊ฒŒ ์ฝ๊ธฐ๋ฅผ ๊ฐ€๋ฅด์น˜๋Š” ๊ต์‚ฌ๋Š” ์ฝ๊ธฐ์™€ ์ฃผ์˜์ง‘์ค‘์— ๋Œ€ํ•˜์—ฌ ์‹ฌ๊ฐํ•œ ์ง€๊ฐ๋œ ์–ด๋ ค์›€์„ ํš๋“ํ•˜์ง€ ์•Š๋„๋ก ๋” ์œ ๋…ํ•ด์•ผ ํ•˜๋ฉฐ, ํ˜„์žฌ ๋ฐ ํ–ฅ์ƒ๋œ ์ž์‹ ์˜ ์ง‘์ค‘ ์ƒํƒœ๋ฅผ ๋ชจ๋‹ˆํ„ฐ๋งํ•˜๋Š” ์ „๋žต์„ ๋ช…์‹œ์ ์œผ๋กœ ๊ฐ€๋ฅด์น  ํ•„์š”๊ฐ€ ์žˆ๋‹ค. ์…‹์งธ, ์ง€๊ฐ๋œ ์ฝ๊ธฐ์˜ ์–ด๋ ค์›€, ์ง€๊ฐ๋œ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€, ๊ทธ๋ฆฌ๊ณ  ์ฝ๊ธฐ์„ฑ์ทจ์˜ ๊ด€๊ณ„๋Š” ์„ฑ์ทจ์ˆ˜์ค€์— ๋”ฐ๋ผ์„œ๋„ ์œ ์˜ํ•œ ์ฐจ์ด๋ฅผ ๋ณด์ด์ง€ ์•Š์•˜๋‹ค. ์ด๋Š” ์ €์„ฑ์ทจ ํ•™์ƒ์ด ์ž์‹ ์˜ ์‹ค์ œ ์ฝ๊ธฐ์„ฑ์ทจ์— ๋น„ํ•ด ๊ณผ๋„ํ•˜๊ฒŒ ๊ธ์ •์ ์ด๊ฑฐ๋‚˜ ๋ถ€์ •์ ์ธ ์ž๊ธฐ์ธ์‹์„ ๋ณด์ด์ง€ ์•Š์œผ๋ฉฐ, ์ ์ ˆํ•˜๊ณ  ํ˜„์‹ค์ ์ธ ์ž๊ธฐ์ธ์‹์„ ๊ฐ€์ง„๋‹ค๋Š” ์ ์„ ๋“œ๋Ÿฌ๋‚ธ๋‹ค. ์ €์„ฑ์ทจ ํ•™์ƒ๋“ค์˜ ์ง€๊ฐ๋œ ์ฝ๊ธฐ ํ˜น์€ ์ฃผ์˜์ง‘์ค‘์˜ ์–ด๋ ค์›€์€ ์ผ๋ฐ˜์„ฑ์ทจ ํ•™์ƒ๋“ค๊ณผ ๋งˆ์ฐฌ๊ฐ€์ง€๋กœ ์ฝ๊ธฐ์„ฑ์ทจ๋ฅผ ์˜ˆ์ธกํ•˜๋Š” ์ค‘์š”ํ•œ ๋ณ€์ˆ˜๊ฐ€ ๋  ์ˆ˜ ์žˆ์œผ๋ฏ€๋กœ, ๊ต์œกํ˜„์žฅ์—์„œ๋Š” ์ฝ๊ธฐ ํ˜น์€ ์ฃผ์˜์ง‘์ค‘์— ๋Œ€ํ•œ ์ง€๊ฐ๋œ ์–ด๋ ค์›€์„ ๊ฐ„ํŽธํ•˜๊ฒŒ ์ธก์ •ํ•จ์œผ๋กœ์จ ๊ฐ ์•„๋™์ด ๋ณด์ผ ์ˆ˜ ์žˆ๋Š” ์‹ค์ œ ์ฝ๊ธฐ์„ฑ์ทจ์˜ ๋ฌธ์ œ๋ฅผ ์˜ˆ์ง„ํ•  ์ˆ˜ ์žˆ๋‹ค. ๊ทธ๋Ÿฌ๋ฏ€๋กœ ๊ต์‚ฌ๋Š” ์ ๊ทน์ ์œผ๋กœ ํ•™์Šต์žฅ์•  ์„ ๋ณ„๊ฒ€์‚ฌ ๋“ฑ์˜ ๋„๊ตฌ๋ฅผ ํ™œ์šฉํ•˜์—ฌ ํ•™์ƒ๋“ค์˜ ์–ด๋ ค์›€์— ๋Œ€ํ•œ ์ธ์‹์„ ์ฃผ๊ธฐ์ ์œผ๋กœ ์ธก์ •ํ•˜๊ณ , ์ด๋ฅผ ๋ณด์ถฉ์  ์ค‘์žฌ ๋Œ€์ƒ์ž ์„ ๋ณ„์— ๋ฐ˜์˜ํ•  ํ•„์š”๊ฐ€ ์žˆ๋‹ค.Chapter 1. INTRODUCTION 1 1.1. Statement of Purpose 1 1.2. Research Questions 9 1.3. Definition of Terminologies 10 Chapter 2. LITERATURE REVIEW 13 2.1. Reading Development 13 2.1.1. Reading Developmental Model 13 2.1.2. Simple View of Reading 15 2.1.3. Complex Effect Model 18 2.2. Self-Perception 22 2.2.1. Definition of Self-Perception 22 2.2.2. Development of Self-Perception 23 2.2.3. Perceived Difficulties in Attention and Reading 26 2.2.4. Strategies to Monitor Attention 29 2.3. Perceived Difficulties and Reading Achievement 31 2.3.1. Two Models on PD-RA Relationship 31 2.3.2. PD-RA Relationship of Low Achievers 34 Chapter 3. METHODS 37 3.1. Sample 37 3.2. Measurement 38 3.2.1. Perceived Difficulties in Reading and Attention 38 3.2.2. Reading Achievement 39 3.2.3. Covariates 40 3.3. Data Analysis 41 3.3.1. Preliminary Analysis 41 3.3.2. Mediation Effect Analysis 41 3.3.3. Multi-Group Analysis 42 3.4. Missing Data 44 Chapter 4. RESULTS 45 4.1. Preliminary Analysis 45 4.2. Mediation Effect Analysis 49 4.2.1. Confirmatory Factor Analysis 49 4.2.2. Structural Equation Modeling Analysis 50 4.2.3. Bootstrap Method 53 4.3. Multi-Group Analysis 53 4.3.1. Multi-Group Analysis by Grades 53 4.3.2. Multi-Group Analysis by Achievement Levels 54 Chapter 5. DISCUSSION 56 5.1. Summary of Results 56 5.2. General Discussions 57 5.3. Limitations and Future Research 66 Bibliography 68 Abstract in Korean 84์„
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