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목표지향성과 학업적 자기효능감 및 학업 성취도와의 관계

Title
목표지향성과 학업적 자기효능감 및 학업 성취도와의 관계
Other Titles
(A) Study on Relationships between Goal Orientation and Academic Self-efficacy, Goal Orientation and Academic Achievement
Authors
가인영
Issue Date
2002
Department/Major
교육대학원 교육심리전공
Keywords
목표지향성학업적 자기효능감학업 성취도자기효능감
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
본 연구는 Elliot과 Church(1997)가 제안한 목표지향성 분류에 따라 목표지향성을 숙달목표 지향성, 수행접근 목표지향성, 수행회피 목표지향성으로 나누어 각 목표지향성 유형과 학업적 자기효능감 및 학업성취도와의 관계를 알아보고자 하였다. 구체적인 연구문제는 다음과 같다. 첫째, 목표지향성과 학업적 자기효능감은 어떠한 관계가 있는가? 둘째, 목표지향성과 학업성취도 간에는 어떠한 관계가 있는가? 본 연구를 위해 서울시 구로구 소재의 K중학교 2학년 학생 344명을 대상으로 자기보고식 질문지인 목표지향성 검사와 표준화된 학업적 자기효능감 척도에 응답하도록 하였다. 학업성취도는 전학기 기말고사 성적을 사용하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 본 연구의 대상학생들인 중학생들에서도 목표지향성 유형을 숙달, 수행접근, 수행회피목표의 세 가지 유형으로 분류하여 제시하는 것이 어느 정도 적절하다고 나타났다. 둘째, 목표지향성과 학업적 자기효능감과의 관계 분석 결과 숙달목표가 수행접근 목표보다 학업적 자기효능감을 더 잘 설명하고 있으며 수행회피 목표는 학업적 자기효능감에 부정적인 영향을 미치는 것으로 나타났다. 셋째, 목표지향성과 학업적 자기효능감의 하위변인들과의 관계 분석 결과 숙달 목표는 학업적 자기효능감의 하위변인 중 과제수준 선호를 잘 설명하는 것으로 나타났으며 수행회피 목표는 자신감을 잘 예측하는 것으로 나타났다. 끝으로 목표지향성과 학업성취도와의 관계 분석 결과 숙달목표가 수행접근목표보다 학업성취도와 더 관련이 있는 것으로 나타났으나, 학업성취도를 예측하는 데에는 수행접근 목표가 숙달목표보다 더 영향력이 큰 것으로 나타났다. 본 연구는 목표지향성과 학업적 자기효능감 등 학습자의 동기적 측면을 다루고 있는 것으로 이를 통해 학습자에 대한 이해를 증진시키고 더 나아가 학습과 관련된 여러 상황에서 학습자에게 도움을 줄 수 있다는 점에서 의의를 찾을 수 있다.;The purpose of this study is to examine relationships between goal orientation and academic self -efficacy, goal orientation and academic achievement. This study conforms to the revised trichotomous framework of achievement goals comprising mastery, performance-approach and performance-avoidance goals suggested by Elliot and Church in 1997. The subject of this study is as follows: First, is there a relationship between goal orientation and academic self-efficacy? Second, is there a relationship between goal orientation and academic achievement? For this study, 344 students in the second grade were sampled from K Middle School at Ku-ro Gu in Seoul and then the students took goal orientation test that was a sort of self-report questionnaire and also they answered a standardized academic self-efficacy scale. For measuring academic achievement, this study used grades of final examination in the previous semester. The results of this study can be summarized as follows: First, it was likely to be reasonable to use the revised trichotomous framework of achievement goals comprising mastery, performance-approach and performance-avoidance goals for examining the subject of this study, middle school students. That means this study shows the independence of the three goal constructs seem to be supported. Second, regression analysis for relationship between goal orientation and academic self-efficacy showed two results: mastery goals were more useful and positive predictor of academic self-efficacy than performance-approach goals and performance-avoidance goals were negative predictors of academic self -efficacy. Third, regression analysis for relationship between goal orientation and sub-scales of academic self-efficacy showed mastery goals were positive predictors of task difficulty preference which is one of the sub-scales of academic self-efficacy. In addition, performance-avoidance goals were negative predictors of self-confidence. Lastly, correlation/regression analysis for relationship between goal orientation and academic achievement showed mastery goals were more positively related to academic achievement than performance approach goals are, but performance-approach goals tend to have a higher influence than mastery goals on predicting academic achievement. This study examines learners in terms of motivation by dealing with the motivation-related subjects such as goal orientation and academic self-efficacy. Therefore, this study has a significant meaning in that it can improve understanding on learners and help learners under various circumstances connected with learning in a broader perspective.
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