청소년의 학문적 미성취에 영향을 주는 요인: 학업 관련 태도 및 성취 목적을 중심으로 = Influencing factors on adolescents' academic underachievement: On SAAS-R and achievement goals

다국어 초록 (Multilingual Abstract)

This study was to examine characteristics of adolescents' academic underachievement on as academic self-perceptions, attitudes toward school, attitudes toward teachers, goal valuation, motivation/self-regulation, and achievement goals. Subjects were 138 middle school students in Seoul and Incheon, Korea. Subjects were classified into the following three groups: underachiving students(nunder=31), achieving students(nach=47), and overachieving students(nover=60). Measures were School Attitude Assessment Survey-Revised(SAAS-R, academic self-perceptions, attitudes toward school, attitudes toward teachers, goal valuation, and achievement goals(mastery, performance-approach, and performance-avoidance). The findings showed that underachievers had lower academic self-perceptions, attitudes toward teachers and school, goal valuation, motivation/self-regulation, and mastery goals than overachievers. Moreover, achievers had lower attitudes toward teachers and school, and goal valuation than overachievers. The multinomial logistic regression analysis indicated that 59.3 percent of the students in the three groups were accurately classified as either underachievers, achievers, or overachievers in respect to the academic self-perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self-regulation. Implications of the findings were discussed.

국문 초록 (Abstract)

본 연구에서는 청소년들의 지능과 학업 성취를 토대로 이들의 성취 유형을 미성취, 성취 및 과잉 성취로 구분하였으며, 이들의 학업 관련 특성과 성취 목적이 차이를 보이는지 그리고 이들 특성들 중 성취 유형을 예측해주는 변인은 무엇인지에 대해 탐색하고자 하였다. 본 연구에서는 서울과 인천에 소재한 중학교 재학생 522명을 대상으로 하였으며, 이들의 지능 점수와 학업 성적을 토대로 미성취 학생 31명, 성취 학생 47명, 과잉 성취 학생 60명, 총 138명을 최종 분석 대상으로 선정하였다. 본 연구 결과, 학업 관련 태도(학문적 자기 지각, 교사에 대한 태도, 학교에 대한 태도, 목적 가치, 동기/자기 조절)와 성취 목적의 ‘숙달 목적’ 요인에서 세 가지 성취 유형(미성취, 성취, 과잉 성취)에 따른 유의한 차이를 보였다. 특히, 미성취 학생들은 과잉 성취 학생들에 비해 학업 관련 태도의 모든 하위 요인들과 성취 목적의 ‘숙달 목적’ 요인에서 유의하게 낮은 것으로 나타났다. 또한 성취 학생들은 과잉 성취 학생들에 비해 학업 관련 태도의 ‘교사에 대한 태도’, ‘학교에 대한 태도’, ‘목적 가치’ 요인에서 유의하게 낮은 것으로 나타났다. 성취 유형에 따른 유의한 차이를 보이는 변인들을 예측 변인으로 선정하여 다항 로지스틱 회귀 분석을 수행한 결과, 학업 관련 태도의 ‘학문적 자기 지각’, ‘학교에 대한 태도’, ‘목적 가치’, ‘동기/자기 조절’ 요인은 성취 유형을 유의하게 예측해 주는 것으로 나타났다. 본 연구 결과는 특히 미성취 학생들이 성취할 수 있도록 도와주기 위한 지도 방안을 강구하고, 이들을 위한 프로그램을 계발하는 데 기초 자료로 활용될 수 있을 것으로 기대된다.

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