대학생의 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략 간의 구조적 관계

국문 초록 (Abstract)

본 연구의 목적은 미래지향목표, 근접하위목표, 과제도 구성지각 및 자기조절전략 간의 구조적 관계를 알아보는 것이다. 이를 위해 대학생용 미래지향목표 척도를 번안하여 타당화하였으며, 미래지향목표, 근접하위목표, 과제도 구성지각 및 자기조절전략 간의 구조적 관계를 검증하였다. 그리고 최종 모형이 학년별, 성별 모두 동일하게 적용될 수 있는지를 알아보았다. 대학생용 미래지향목표 척도의 타당도와 신뢰도를 확인한 결과 미래지향목표는 3개의 하위요인(개인성장지향, 관계지향, 지역사회지향)은 내재적 미래지향목표로, 나머지 3개의 하위요인(부지향, 명성지향, 이미지지향)은 외재적 미래지향 목표로 구분되는 2차 위계모형이며 적절한 수준의 준거타당도과 신뢰도를 지니고 있었다. 변인들 간의 구조적 관계를 검증한 결과, 미래지향목표는 근접하위목표에 영향을 주고 근접하위목표는 과제도 구성지각에 영향을 주며 과제도 구성지각은 자기조절전략에 순차적으로 직접적인 영향을 주는 것으로 나타났다. 그리고 최종 구조적 관계모형이 학년 및 성별 집단 모두에 동일하게 적용될 수 있는 것으로 나타났다.본 연구는 학업상황에서 미래지향목표가 자기조절전략에 영향을 주는 과정에 대한 이론적 기초를 제공해 주었으며, 구조적 관계모형을 통해 그 중요성을 경험적으로 검증하고 변인들 간의 직·간접 효과를 밝힘으로써 변인들 간의 관계를 명확하게 해석할 수 있도록 하였다. 그리고 수업과 상담에서 뿐 아니라 학습개선 프로그램 개발에 새로운 시각을 제공하였다는데 의의가 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to test the structural relationship among university students` future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies. To accomplish this end, the future-oriented goals scale was translated and validated. And the model that future-oriented goals affect self-regulation strategies through proximal subgoals and perceived task instrumentality was tested by structural equation modeling analysis. Also it was confirmed that final model could be identically applied regardless school grade and gender. In order to solve the first question, the future-oriented goals scale was translated and validated. From the results of the confirmatory factor analysis and the high confirmatory factor analysis, it was determined that the future-oriented goals scale consists of 6 factors each 5 items. Which consisted of intrinsic goals(personal growth, relationships, and community) and extrinsic goals(wealth, fame, image). It was a good criteria for validity and reliability. In order to solve the second question, it was applied in a two-step approach. The goodness-of-fit and validity of measurement model was investigated and then the structural relations model was analysed. The results of the study are as follows. First, students` future-oriented goals affect their proximal subgoals, their proximal subgoals affect their perceptions of task instrumentality, and their perceptions of task instrumentality, in turn, affects self-regulation strategies directly. Second, future-oriented goals and proximal subgoals affect self-regulation strategies through perceived task instrumentality indirectly. Third, intrinsic future-oriented goals affect proximal subgoals, perceived task instrumentality, self-regulation strategies more than extrinsic future-oriented goals. In order to solve the third question, a multi-group analysis was performed random sampling 200 students per group. The final structural relations model results were the same between verified modeling groups. The three educational meanings are discussed.

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