중학생의 개인차 요인이 다문서 통합 수준의 자기평가 정확도(Calibration accuracy)에 미치는 영향 — 과제 및 텍스트 난도 인식의 매개효과를 중심으로
김성엽 오성렬
Pennsylvania State Univ. 서울과학고등학교
Korea Business Review 60권 4호 87-127 (2025)
초록
본 연구는 중학교 1학년 190명을 대상으로 하여, 이들의 개인차 요인이 다문서 통합 수준과 이에 대한 자기평가 정확도에 미치는 영향을 과제·텍스트 난도 인식의 매개효과와 함께 검증하였다. 연구 참여자들로부터 읽기 효능감, 사전 지식, 다문서 통합 과제 결과물, 과제·텍스트 난도 인식, 자기평가 점수를 수집하였다. PLS-SEM 결과, 읽기 효능감은 과제·텍스트 난도 인식을 낮추고 다문서 통합 수준을 높였으며, 사전 지식은 다문서 통합 수준을 정적으로 예측하였다. 그리고 과제 난도 인식이 높을수록 다문서 통합 수준에 대한 자기평가가 정확해졌다. 마지막으로, 다문서 통합 수준은 자기평가 정확도를 강하게 예측하였다. 이 연구는 독자의 인지적·정의적 자원이 다문서 읽기를 이끄는 동력이 되며, 정확한 자기평가는 높은 읽기 효능감과 읽기 수행이 정합할 때 발현된다는 점을 확인하였다.
키워드
다문서 읽기다문서 통합과제 난도자기평가 정확도자기조절읽기 효능감사전 지식
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