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- 저자 : 신기명 ( Ki Myung Shin ) (검색결과 2 건)
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학습무기력(學習無氣力)과 학업성취(學業成就)와의 관계(關系)
김정규 ( Jeong Kyu Kim ),신기명 ( Ki Myung Shin ) 건국대학교 교육연구소 1991 교사와 교육(구 교육논집) Vol.15 No.-
I. Problems The learned helplessness phenomenon is claimed by Seligman to produce deficits in motivation, cognition, and affect which results m various performance deficits m subjects exposed to situations designed to produce learned helplessness Three components of the orignial theory may be described as follows: (1) Motivational-the incentive to initiate voluntary responses in a traumatic situation wanes as the expectation that responding will produced when relief is diminished : (2) Cognitive a disturbance in the form of proactive interference occurs in which the subject is unable to perceive that the parameters of the learning environment have shifted from those of uncontrollability to controllability(e.g, from a noncontingent to a contingent setting) : and (3) Emotional-a heightened state of fear or emotionality occurs which dissipates with control, or wanes into apathy / depression if the subject is repeatedly exposed to uncontrollable events (Maier, Seligman & Solomon, 1969: Seligman, Maier & Solomon, 1971) Learned helplessnes is related to the literature of achievement motivational attribution theory most directly, in that the phenomenon has been studied m achievement-oriented, academic settings with tasks that are achievement based For example, Diener and Dweck(1978) studied children`s performance and cognitions while worked on tasks they previously had failed. They found that, in addition to using relatively less effective problem-solving strategies, helpless children focused their attention more on their concerns about their performance and less on problem-solving strategies that did mastery children A sutdy by Miller(l986) suggested that children who believe that effort will not produce positive result actually reduce their effort, in part, to avoided providing unambiguous evidence that they lack ability(i e., Failure despite high effort). Diener and Dweck`s(1978) research also suggested that helpless children are preoccupied with performance and that then concerns about their ability to solve tasks interfere with their ability to use effective strategies to solve problems or master material The purpose of this study was to investigate learned helplessness on the academic achievement of high school students II. Methods To research this study, 864 high school student(M = 399, F = 465) were sampled from the City of Seoul in Korea, using Shin`s Learned Helplessness Scale(l990) The data were analyzed by some appropriate statistical analysis method(i e, pearson`s y, cronbach α, Duncan t-test, Turkey`s studentized Range Test by employing the SAS package III Results The main results and findings of this study can be summarized as follows 1) There was a negative correlation between the LH scale and Achievement Score of high school students(n = 864, y = -26, P < 001) 2) According to LH groups and achievement score, there were a significant difference high LH group and middle LH group, high LH group and law LH group (Duncan t-test, p< 05) 3) This LH scale showed a significant difference between liberal schools and vocational schools(F = 6 11, P < 001) 4) It was found out that the LH scale showed a significant difference male students and female students(F = 4 90, P < 01) 5) It is possible to explain the academic achievements with LH scale(ETA Square = 5 63)
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學習無氣力과 學業成就와의 關係 : A Study on the Relationship between Learned Helplessness and Academic Achievement
金貞圭,申基明 建國大學校 敎育硏究所 1991 論文集 Vol.15 No.-
Ⅰ. Problems The learned helplessness phenomenon is claimed by Seligman to produce deficits in motivation, cognition, and affect which results in various performance deficits in subjects exposed to situations designed to produce learned helplessness. Three components of the orignial theory may be described as follows: (1) Motivational-the incentive to initiate voluntary responses in a traumatic situation wanes as the expectation that responding will produced when relief is diminishd: (2) Cognitive a disturbance in the form of proactive interference occurs in which the subject is unable to perceive that the parameters of the learning environment have shifted from those of uncontrollability to controllability(e.g., from a noncontingent to a contingent setting): and (3) Emotional-a heightened state of fear or emotionality occurs which dissipates with control, or wanes into apathy/depression if the subject is repeatedly exposed to uncontrollable events(Maier, Seligman & Solomon, 1969: Seligman,Maier &Solomon,1971). Learned helplessnes is related to the literature of achievement motivational attribution theory most directly, in that the phenomenon has been studied in achievement-oriented, academic settings with tasks that are achievement based. For example, Diener and Dweck(1978) studied children's performance and cognitions while worked on tasks they previously had failed. They found that, in addition to using relatively less effective problem-solving strategies, helpless children focused their attention more on their concerns about their performance and less on problem-solving strategies that did mastery children. A sutdy by Miller(1986) suggested that children who believe that effort will not produce positive result actually reduce their effort, in part, to avoided providing unambiguous evidence that they lack ability(i.e., Failure despite high effort). Diener and Dweck's(1978) research also suggested that helpless children are preoccupied with performance and that their concerns about their ability to solve tasks interfere with their ability to use effective strategies to solve problems or master material. The purpose of this study was to investigate learned helplessness on the academic achievement of high school students. Ⅱ. Methods To research this study, 864 high school student(M=399, F=465) were sampled from the City of Seoul in Korea, using Shin's Learned Helplessness Scale(1990). The data were analyzed by some appropriate statistical analysis method(i.e., pearson'sγ, cronbach α, Duncan t-test, Turkey's studentized Range Test by employing the SAS package. Ⅲ. Results The main results and findings of this study can be summarized as follows: 1) There was a negative correlation between the LH scale and Achievement Score of high school students(n=864, γ=-26, P<.001). 2) According to LH groups and achievement score, there were a significant difference: high LH group and middle LH group, high LH group and law LH group(Duncan t-test, p<.05). 3) This LH scale showed a significant difference between liberal schools and vocational schools(F=6.11, P<.001). 4) It was found out that the LH scale showed a significant difference male students and female students(F=4.90, P<.01). 5) It is possible to explain the academic achievements with LH scale(ETA Square=5.63).
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