무용수의 성취목표성향과 무용공연특성불안의 관계

진승화 ( Seung Hwa Jin ),문영 ( Young Moon ) 大韓舞踊學會 2012 대한무용학회논문집 Vol.70 No.2

본 연구는 무용수들이 무대 위에서 무용을 수행할 때 느끼는 불안에 영향을 미치는 심리적 요인으로서 성취목표성향과 무용수 개인의 선천적인 공연불안성향인 무용공연특성불안의 관계를 파악하고자 하였다. 본 연구를 통해 무용공연불안연구의 보다 구체적인 지지근거를 마련함은 물론, 무용공연불안해소 프로그램 개발의 기초 자료를 제공하는데 목적이 있다. 이를 위하여 본 조사 전에 대학교에 재학 중인 무용수 52명을 대상으로 예비조사를 실시하여 기존의 성취목표성향검사와 무용공연불안검사의 신뢰도와 내용타당도를 검토하였다. 예비검사결과, 각 요인별 문항 신뢰도가 .723 이상으로 조사도구의 신뢰도가 확보되었다. 본 조사의 연구대상은 서울시와 경기도 소재의 소속에서 활동 중인 무용수 330명을 선정하여 조사를 실시하였으며, 조사도구는 무용상황에 적합하도록 보완한 Duda(1992)의 스포츠 목표성향 질문과 문영, 김기웅(2006)의 무용공연특성불안 검사를 사용하였다. 자료분석으로는 무용수의 성취목표성향과 무용공연특성불안의 관계를 검증하기 위하여 상관분석(correlation analysis)과 정준상관분석(canonical correlation analysis)을 실시하였으며, 성취목표성향과 무용공연특성불안의 하위요인 간의 관계를 확인하기 위하여 중다회귀분석(multiple regression analysis)을 실시하였다.본 연구의 연구결과는 첫째, 무용수의 성취목표성향과 무용공연특성불안의 관계를 검증한 결과 유의미한 관계가 있는 것으로 확인되었다. 둘째, 무용수의 성취목표성향과 무용 공연특성불안의 하위요인 간의 관계는 성취목표성향의 각각의 하위요인에 따라 무용공연특성 불안의 하위요인에 차이가 있는 것으로 나타났다. 구체적으로 과제지향적 목표성향은 자신감 요인과 유의미한 관계가 있으며, 자아지향적 목표성향은 인지적 불안 및 불안 행동 요인과의 관계가 유의미한 것으로 나타났다. 이는 무용공연 상황에서 발생한 자신의 성공과 실패를 개인적인 숙련과 자기발전의 범주에서 판단하는 과제지향적 목표성향의 무용수들이 타인과의 비교를 통하여 자신의 우월성을 입증하는 자아지향적 목표성향의 무용수들 보다 심리적 요인에 의한 방해와 압박을 덜 느끼는 것으로 확인되는 결과이다. 이상의 연구 결과를 종합해 볼 때, 공연수행에 중요한 변인으로 작용하는 심리적 요인 중 하나인 성취목표성향과 무용공연 특성불안의 관계는 유의미하다는 것을 입증하였다. 따라서 본 연구의 결과는 무용공연불안연구의 지지근거를 마련하고 무용공연불안 심층연구에 활용할 수 있는 이론적 가치를 지닌다. This study examines the relationship between achievement goal orientation and dance performance anxiety, which are the two psychological hinders for dancers when they perform. The first subject for this study is whether there is a connection between achievement goal orientation and dance performance anxiety. The second is identifying the relationship between sub-factors from achievement goal orientation and dance performance anxiety. A preliminary survey from 52 university students was implemented, followed by the examination of achievement goal orientation and dance performance anxiety tests, a open session with experts, and making the survey questions. The reliability of the survey method was secured by testing each questionnaire and by gaining .723. Also the result was defined through assessing the correlation between achievement goal orientation and dance performance in a quantitative way. A total of 330 people were studied. They perform currently in Seoul and Gyeonggi Province, and consisted of 108 art high school students, 132 university students, and 90 dance specialist group. `Task and Ego Orientation in Sport Questionnaire(TEOSQ)`` by Duda(1992) and ``Dance Performance Anxiety Test(DPAT)`` by Moon, Young and Kim, Gi-Woong(2006) were used as references and all the surveys were tested for reliability through feasibility study. Correlation analysis, canonical correlation analysis, and multiple regression analysis were used to analyze the study result. The results are as follows. Firstly, there is a relevance between achievement goal orientation and dance performance anxiety. Dancers who have the task achievement goal orientation, which is one of sub-factors of achievement goal orientation, have less anxiety than the dancers who have the ego achievement goal orientation. Secondly, the relationship between sub-factors from achievement goal orientation and dance performance anxiety has differences according to the low cause of the orientations. As mentioned from the first study result, task achievement goal orientation affects on confidence, causes and ego, and achievement goal orientation affects on recognition anxiety and performance anxiety. This study has significance, as it testifies the meaningful relationship between achievement goal orientation and dance performance anxiety, which causes variable performance results. Therefore, the result of this study will support previous studies on performance anxiety, and theoretically be another resource for future studies, as well as assisting in creating physical and psychological training programs for instructors to use to reduce the anxiety of dancers.

성취목표지향성 프로파일에 따른 중학생의 학습기술과 학업성취도의 차이

신현숙,류정희,안정은 한국교육학회 2010 敎育學硏究 Vol.48 No.2

This study was conducted to explore profiles of achievement goal orientations adopted by middle school students and to test differences in learning skills and academic achievement among achievement goal orientation profiles. Questionnaires were administered to 271 seventh-graders (147 boys and 124 girls) attending a middle school in G city. The results of the cluster analyses, ANOVAs and MANOVAs are summarized as follows. First, achievement goal orientations were grouped into four profiles: performance goal oriented, mastery avoidance goal oriented, approach goal oriented, avoidance goal oriented. Second, overall differences in the use of learning skills were significant. Specifically, the greatest use of learning skills was found in the approach goal oriented profile. Compared to the avoidance goal oriented profile, the performance goal oriented profile was better at self management, class participation, problem solving, test taking, and information processing. Interestingly, the performance goal oriented profile was better at test taking than the mastery avoidance goal oriented profile. Third, difference in academic achievement was not significant in Science. However, academic achievement in Social Studies was higher in the approach goal orientated profile than in the mastery avoidance goal orientated and avoidance goal orientated profiles. In addition, academic achievement in Korean, Math and English was highest in the approach goal oriented profile. These results imply that it be necessary to examine students’ achievement goal orientation from a multiple goal perspective. Finally, the limitations of this study and suggestions for future research were discussed. 이 연구는 중다목표의 관점에서 중학생의 성취목표지향성(숙달접근, 숙달회피, 수행접근, 수행회피)이 어떻게 군집화 되는지를 분석하여 성취목표지향성 프로파일을 확인하고, 학습기술과 학업성취도에 있어 프로파일 간 차이가 유의한지를 검증하기 위하여 수행되었다. 중학교 1학년 271명(남학생 147명, 여학생 124명)을 대상으로 지필식 질문지를 실시하였으며 기말시험 성적(국어, 사회, 수학, 영어, 과학)을 검토하였다. 군집분석 및 일원분산분석, 다변량분산분석을 실시한 결과는 다음과 같다. 첫째, 군집분석의 결과, 수행목표지향형, 숙달회피목표지향형, 접근목표지향형, 회피목표지향형의 네 가지 프로파일이 도출되었다. 둘째, 성취목표지향성 프로파일 간 학습기술의 차이는 자기관리, 수업참여, 과제해결, 읽기, 쓰기, 시험치기, 정보처리 모두에서 유의하였다. 구체적으로, 접근지향형 프로파일이 모든 학습기술 하위영역에서 가장 우수하였고, 수행목표지향형 프로파일이 회피목표지향형 프로파일에 비해 자기관리, 수업참여, 과제해결, 시험치기, 정보처리에서 우수하였다. 시험치기에서는 수행목표지향형 프로파일이 숙달회피목표지향형 프로파일보다 유의하게 높았다. 셋째, 성취목표지향성 프로파일 간 학업성취도의 차이는 국어, 사회, 수학, 영어에서 유의하였으나 과학에서는 유의하지 않았다. 사회 점수는 접근목표지향형 프로파일이 숙달회피목표지향형 프로파일과 회피목표지향형 프로파일보다 더 높았고, 국어, 수학, 영어 점수는 나머지 세 프로파일에 비해 접근목표지향형 프로파일에서 가장 높았다. 이러한 결과는 중학생의 성취목표지향성을 중다목표의 관점에서 고찰하는 것이 학생 이해와 지도에 유용함을 시사한다. 마지막으로, 연구의 제한점과 후속연구를 위한 제언을 논하였다.

KLPGA 선수의 성취목표성향이 스포츠 자신감 및 자기관리행동에 미치는 영향

권선아,남재준 한국웰니스학회 2014 한국웰니스학회지 Vol.9 No.2

본 연구에서는 KLPGA 선수의 성취목표성향이 스포츠자신감과 자기관리행동에 미치는 영향 연구를 통해 경기력향상에 도움이 될 수 있는 기초자료를 제공하고자 하였다. 첫째, 성취목표성향과 특성스포츠자신감은 과제목표성향과 자기목표성향 등 모든 요인 에서 특성스포츠자신감에 유의한 영향을 미치는 것으로 나타났으며, 성취목표성향과 상태스포츠자신감은 자기목표성향이 상태스 포츠자신감에 유의한 영향을 미치는 것으로 나타났다. 둘째, 성취목표성향과 신체관리의 결과 자기목표성향이 신체관리에 유의한 영향을 미치는 것으로 나타났으며, 성취목표성향과 긍정적사고는 과제목표성향, 자기목표성향 등 모든 변인에서 유의한 영향을 미 치는 것으로 나타났다. 성취목표성향과 정신력관리는 과제목표성향, 자기목표성향 등 모든 변인에서 유의한 영향을 미치지 않는 것으로 나타났으며, 성취목표성향과 훈련 관리는 자기목표성향이 훈련 관리에 유의한 영향을 미치는 것으로 나타났고, 성취목표성 향과 생활 관리는 자기목표성향이 생활 관리에 유의한 영향을 미치는 것으로 나타났다. The purpose of this study was to offer basic data available for being conducive to enhancement in athletic performance through a research on the influence of KLPGA players' achievement goal orientation and sports confidence on self- management. First, the achievement goal orientation and the specific sports confidence were indicated to have significant influence upon specific sports confidence in all factors such as task goal orientation and self-goal orientation. As for the achievement goal orientation and the state sports confidence, the self-goal orientation was shown to have significant influence upon state??sports confidence. Second, as a result of the achievement goal orientation and the body management, the self-goal orientation was shown to have significant influence upon body management. The achievement goal orientation and the positive thinking were indicated to have significant influence in all factors such as task goal orientation and self-goal orientation. The achievement??goal orientation and the mental-power management were indicated to have no significant influence in all factors such as task goal orientation and self-goal orientation. As for the achievement goal orientation and the training management, the self-goal orientation was shown to have significant influence upon training management. As for the achievement goal orientation and the life management, the self-goal orientation was shown to have significant influence upon life management.

초등과학영재의 정서지능과 성취목표지향성이 진로성숙도에 미치는 영향

임현지 ( Lim Hyeon Ji ),최선영 ( Choi Sun Young ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.3

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

고등학생의 학업적 자기효능감과 학습몰입 간의 관계에서 성취목표지향성의 매개효과

최미경(Mi-Kyung Choi),조규판(Gyu-Pan Cho) 한국열린교육학회 2022 열린교육연구 Vol.30 No.6

본 연구의 목적은 고등학생의 학업적 자기효능감과 학습몰입간의 관계에서 성취목표지향성의 매개효과를 알아보는 것이다. 연구의 목적을 위해 부산시 소재 B고등학교 학생 299명을 대상으로 설문을 실시하였으며, 최종적으로 287명의 자료를 분석하였다. 학업적 자기효능감, 학습몰입, 성취목표지향성 간의 관계를 알아보기 위해 상관분석을 실시하였고, 성취목표지향성의 매개효과를 검증하기 위해 회귀분석을 실시하였다. 본 연구의 결과와 논의를 통해 얻은 결론은 다음과 같다. 첫째, 학업적 자기효능감, 학습몰입, 성취목표지향성 간에는 유의미한 상관이 있다. 둘째, 학업적 자기효능감과 학습몰입 간의 관계에서 숙달접근목표지향성은 부분매개효과가 있다. 셋째, 학업적 자기효능감과 학습몰입 간의 관계에서 수행접근목표지향성은 부분매개효과가 있다. 이러한 결과를 바탕으로 고등학생들의 학습몰입을 촉진하기 위해 성취목표지향성 유형을 고려하여 학교 현장에서 효율적 학습에 대한 교육적 방향을 제시하는 것이 필요하다. The purpose of this study is to investigate the mediating effects of achievement goal orientation on the relationship between academic self-efficacy and learning flow of high school students. For the purpose of this study, a questionnaire was conducted on 299 students of B high school located in Busan, and the data of 287 students were finally analyzed. Correlation analysis was performed to examine the relationship among academic self-efficacy, learning flow, and achievement goal orientation; regression analysis was performed to verify the mediating effects of achievement goal orientation. The conclusions from the results and discussions are as follows. First, there are significant correlations among academic self-efficacy, learning flow, and achievement goal orientation. Second, mastery approach goal orientation has a partial mediating effect between academic self-efficacy and learning flow. Third, performance approach goal orientation has a partial mediating effect between academic self-efficacy and learning flow. Based on these conclusions, it is necessary to present an educational direction for effective learning in the school field by considering the achievement goal-oriented type in order to promote the learning flow of high school students.

의과대학생들의 성취목표성지향성과 자기효능감이 수업에 대한 흥미와 학업성취도에 미치는 영향

소연희 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.1

Purpose: The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. Methods: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson’s correlation analysis, and multiple regression analysis to resolve the research questions. Results: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students. Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and selfefficacy in third-year medical students significantly predicted academic achievement. Conclusion: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.

사범계열 대학생들의 성취목표지향성, 기본욕구만족, 학업성취도 및 대학생활적응의 관계 연구

김수연,조한익 한국심리학회산하학교심리학회 2013 한국심리학회지 학교 Vol.10 No.2

The purpose of the study is to examine the relationship between achievement goal orientation, basic need satisfaction, academic achievement and adjustment of teachers’ college students. The study enrolled 450 College of Education and National University of Education students. The instruments were achievement goal orientation, basic need satisfaction, and adjustment. GPA was the academic achievement of the students at the first semester of 2012. Mastery approach goal orientation had a positive effect on autonomy, competence and relatedness. Mastery- and performance avoidance goal orientations had negative effects on autonomy and competence. Competence had a positive effect on academic achievement, and competence and relatedness had positive effects on adjustment. In the research of mediation effect, mastery approach goal orientation had a positive effect on the academic achievement and adjustment by the mediation of autonomy, competence and relatedness. Mastery avoidance goal orientation had a negative effect on academic achievement by the mediation of autonomy, competence and relatedness. Performance avoidance goal orientation had a negative effect on university adjustment by the mediation of autonomy, competence and relatedness. When the researchers analyzed the discrete factors of the basic need satisfaction, competence played as a mediating variable between achievement goal orientation and academic achievement. In the relationship between achievement goal orientation and adjustment, competence and relatedness played as positive mediating variables between mastery avoidance and adjustment. Implications for the research related to the literatures and suggestions are discussed. 본 연구는 사범계열 대학생들의 성취목표지향성, 기본욕구만족, 학업성취도 및 대학생활적응의 관계를 구조적으로 살펴보는데 목적이 있다. 연구대상은 사범대학과 교육대학교 학생 450명이며 측정도구는 성취목표지향성, 기본욕구만족, 대학생활적응척도이고, 학업성취도 자료는 2012학년도 1학기 성적을 사용하였다. 연구결과 숙달접근 목표지향성은 기본욕구만족의 자율성, 유능성, 관계성에 정적인 영향을 미치고 있었고, 수행회피와 숙달회피 목표지향성은 자율성과 유능성에 부적인 영향을 미치고 있었다. 유능성은 학업성취도에 정적인 영향을 미치고 있었고, 자율성, 유능성, 관계성은 대학생활적응에 정적인 영향을 미치고 있었다. 매개효과를 살펴본 결과 숙달접근 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 학업성취도와 대학생활적응에 정적인 영향을 미치고 있었다. 숙달회피 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 학업성취도에 부적인 영향을 미치고 있었고, 수행회피 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 대학생활적응에 부적인 영향을 미치고 있었다. 성취목표지향성과 학업성취도와의 관계에서 기본욕구만족의 하위요인별로 매개효과를 검증한 결과 숙달접근 목표지향성은 유능성을 매개로 하여 학업성취도에 미치는 정적인 영향이 있었다. 성취목표지향성과 학교생활적응과의 관계에서 기본욕구만족의 하위요인별로 매개효과를 검증한 결과 숙달접근 목표지향성은 유능성과 관계성을 매개로 대학생활적응에 정적인 영향을 미치고 있었다. 숙달회피 목표지향성은 유능성을 매개로 대학생활적응에 부적인 영향을 미치고 있었다. 이러한 결과를 바탕으로 선행연구와의 관련성 및 시사점 등이 논의되었다.

학교생활적응과 학업성취도에 영향을 미치는 성취목표지향성, 희망 및 학습전략의 구조적 관계

조한익 한국심리학회산하학교심리학회 2012 한국심리학회지 학교 Vol.9 No.3

The purpose of the study is to investigate the effects of achievement goal orientation, hope and learning strategy on academic achievement and school adjustment. The subjects were 480 elementary school students who responded to the tests of achievement goal orientation, hope, learning strategy, and school adjustment. Also, the researcher analyzed the scores of academic achievements administered by Chungnam Office of Education. Mastery and performance approach goal orientations had positive effects on hope and learning strategy. Hope had a positive effect on learning strategy and learning strategy had a positive effect on academic achievement. However, performance avoidance goal orientation had a negative effect on hope and mastery avoidance goal orientation had a negative effect on academic achievement. Hope and mastery approach goal orientation had a positive effect on school adjustment, but mastery avoidance goal orientation had a negative effect on school adjustment. Mastery and performance approach goal orientation had a positive effect on learning strategy by the mediation of hope. And, mastery and performance had positive effects on school adjustment and academic achievement by the mediation of hope and learning strategy. However, performance avoidance goal orientation had a negative effect on learning strategy by the mediation of hope, and performance avoidance goal had a negative effect on school adjustment by the mediation of hope and learning strategy. Hope had a positive effect on school adjustment by the mediation of learning strategy. 본 연구는 초등학생의 학교생활적응과 학업성취도에 영향을 미치는 성취목표지향성, 희망 및 학습전략의 구조적인 관계를 살펴보는데 목적이 있다. 연구대상은 충남지역에 소재한 초등학교 6학년 학생 480명으로 측정도구는 성취목표지향성, 희망, 학습전략 및 학교생활적응검사이고 학업성취도는 도학력평가 결과를 활용하였다. 연구결과 숙달접근과 수행접근 목표지향성은 희망과 학습전략에 정적인 영향을 미치는 것으로 나타났고, 희망은 학습전략에 정적인 영향을 미치는 것으로 나타났으며, 학습전략은 학업성취도에 정적인 영향을 미치는 것으로 나타났다. 하지만 수행회피 목표지향성은 희망에 부적인 영향을 미치는 것으로 나타났고, 숙달회피 목표지향성도 학업성취도에 부적인 영향을 미치는 것으로 나타났다. 희망과 숙달접근 목표지향성은 학교생활적응에 정적인 영향을 미치는 것으로 나타났으나, 숙달회피 목표지향성은 학교생활적응에 부적인 영향을 미치는 것으로 나타났다. 매개효과를 검증한 결과 숙달접근과 수행접근 목표지향성은 희망을 매개로 하여 학습전략에 미치는 정적인 영향이 있는 것으로 나타났다. 수행회피 목표지향성은 희망을 매개로 학습전략에 부적인 영향을 미치는 것으로 나타났다. 숙달접근과 수행접근 목표지향성은 희망과 학습전략을 매개로 하여 학업성취도에 미치는 정적인 영향이 있는 것으로 나타났다. 숙달접근과 수행접근 목표지향성은 희망과 학습전략을 매개로 하여 학교생활적응에 미치는 정적인 영향이 있는 것으로 나타났으나, 수행회피 목표지향성은 희망과 학습전략을 매개로 하여 학교생활적응에 미치는 부적인 영향이 있는 것으로 나타났다. 희망은 학습전략을 매개로 하여 학교생활적응과 학업성취도에 미치는 정적인 영향이 있는 것으로 나타났다.

청소년의 지적 능력에 대한 신념과 학교의 목표 및 사회적 지지가 성취목표지향성에 미치는 영향

조준한,박경자 한국인간발달학회 2010 人間發達硏究 Vol.17 No.3

he purpose of this study was to examine the ways in which implicit theories of intelligence, school goal structure, and social support influence achievement goal orientation in adolescents. The participants in this study were 493 second graders (270 boys and 223 girls) from three middle schools in Seoul. Data were collected by means of self-reported questionnaires and analyzed with descriptive statistics, Pearson's correlations, and hierarchical regression analysis. Adolescents were said to have a mastery goal orientation when they believed that their intelligence could be improved through the exertion of efforts. In addition, the more that adolescents perceived that their schools valued the process of understanding academic tasks, and as they received greater support from both parents and teachers, they tended to develop a mastery goal orientation. Adolescents were also said to have a performance goal orientation when they believed that their intelligence was fixed instead of malleable. In addition, as adolescents perceived that their schools valued students' grades and cared more for academically competent students, and as they received greater support from both parents and teachers, they were more likely to either possess or acquire a performance goal orientation. In conclusion, implicit theories of intelligence, school goal structure, and social support are variables which influence the development or acquisition of achievement goal orientation in adolescents. When adolescents perceive their environment as one in which their schools emphasize the understanding of learning tasks and they receive greater support from both parents and teachers, they tend to possess a mastery rather than performance goal orientation.

중학생의 성취목표지향성 유형에 따른 유능감, 또래지지, 학습몰입의 차이

양수민,이귀숙 한국청소년학회 2012 청소년학연구 Vol.19 No.8

본 연구는 중학생을 대상으로 중다목표지향적 관점에서 성취목표지향성을 학습목표와 수행목표의 조합에 따라 어떻게 유형화 할 수 있는지 분석한 후 각 유형별로 유능감, 또래지지, 학습몰입에서 어떠한 차이를 보이는지 살펴보고자 하였다. 연구를 위하여 부산시에 소재한 K중학교 2학년 187명을 대상으로 성취목표지향성검사, 유능감척도, 또래지지척도, 학습몰입척도를 실시하였다. 수집된 자료는 SPSS 18.0프로그램을 이용하여 군집분석, 일변량분석 및 Scheffé방식의 사후검증을 통하여 분석되었다. 연구의 결과는 다음과 같다. 첫째, 학습목표와 수행목표 조합에 따른 성취목표지향성 유형은 낮은 성취목표지향형, 평균 성취목표지향형, 수행목표지향 우세형, 학습목표지향 우세형의 네 유형으로 분류하는 것이 적합한 것으로 나타났다. 둘째, 학습목표지향 우세형은 다른 유형에 비하여 더 높은 유능감, 또래지지, 학습몰입을 경험하는 것으로 나타났다. 이러한 연구결과는 중학생을 대상으로 성취목표지향성 유형에 따라 지도할 때 학습관련 요인뿐만 아니라 심리사회적 변인들도 함께 고려되어야 함을 시사해 준다. The purpose of this study was to explore the achievement goal patterns of middle school students in multiple goal perspective and to analyze the differences in competence, peer support, and learning flow made by achievement goal patterns in middle school students. the subjects of this study were 187 middle school students in Busan, Korea. Measure included achievement goal orientation, competence, peer support, and learning flow. For data analysis, K-means cluster analysis, ANOVA, and Scheffé were applied. Results of this study were as follows; First, the cluster analysis identified four distinct achievement goal patterns of a combinations of learning goal and performance goal: low-achievement goal oriented, middle-achievement goal oriented, performance goal oriented, and learning goal oriented. Second, learning goal oriented group had higher competence, peer support, and learning flow than three other groups. These results imply that achievement goal orientation has relations with perceived self and peer factors not as well learning factors.