학문적 미성취 중학생들의 학업관련 특성: 학업성적, 학업관련 태도, 지적능력에 대한 신념, 학습전략을 중심으로

초록

This study was to explore the characteristics of academic underachievers in junior high schools. In this study, 53 junior high school students were classified as academic underachievers, 92 students as high achievers, and 118 students as low achievers based on the results of teachers' ratings on students potential academic ability and present academic performance. A multivariate analysis of variance was performed to investigate group differences on their academic performance, school attitude, beliefs on intelligence, and learning strategies. The findings showed that academic underachievers had lower academic performance, motivation, and effort management than high achievers. Academic underachievers had higher academic self-perceptions, elaboration, organization and critical thinking than low achievers. Using multinomial logistic regression analyses techniques, it was concluded that 80.9 percent of the students in the three groups were accurately classified as either underachievers, high achievers or low achievers in respect to the academic performance, academic self-perceptions, attitude toward teachers, motivation, entity beliefs on intelligence, organization, critical thinking, and metacognitive/self-regulation. Implications of the findings were discussed.

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