체육수업에서 학생들의 암묵적 믿음과 지연행동과의 관계: 접근-회피 동기의 매개역할 = The Relationships between Students` Implicit Beliefs and Procrastination in Physical Education Classes: The Mediated Roles of Approach-Avoidance Motivation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationships among implicit belief of ability, approach-avoidance goals, and task procrastination behaviors in physical education context. 577 middle school students (229 boys, 348 girls) participated in this study. For analyzing data, descriptive statistics, correlation analysis, reliability test, and multi-group confirmatory factor analysis using structural equation modeling were conducted. The results of structural equation modeling analysis indicated that incremental belief of ability directly predicted mastery-approach, mastery-avoidance, and performance-approach goals whereas entity beliefs of ability directly predicted performance- approach, mastery-avoidance, and performance-avoidance goals. Direct implicit belief influence as well as goal mediated influences were observed as illustrated by a direct negative influence of a incremental belief on task procrastination behavior and by a positive influence of incremental belief on mastery-approach and mastery-avoidance goals, mediated by mastery-approach and mastery- avoidance goals. Mastery-avoidance and performance-avoidance goals also fully mediated the influence of a entity belief on task procrastination behavior. The results of multi-group analysis showed that boys were higher in he level of incremental belief and mastery-approach goal, but lower in performance-avoidance goal than those of girls. The influence of incremental belief on mastery-approach goals was stronger in girls than boys. In conclusion, students holding an entity belief may be in hot pursuit of task procrastination through avoidance goals.

참고문헌 (Reference)

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