의과대학생들의 성취목표성지향성과 자기효능감이 수업에 대한 흥미와 학업성취도에 미치는 영향 = The Effects of Achievement Goal Orientation and Self-efficacy on Course Interests andAcademic Achievement in Medical Students

다국어 초록 (Multilingual Abstract)

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.

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