지능에 대한 암묵적 신념과 학업성취의 관계에서 투지의 매개효과

국문 초록 (Abstract)

본 연구는 지능에 대한 암묵적 신념(성장신념, 고정신념)이 투지에 미치는 영향을 살펴보고, 투지가 지능의 암묵적 신념과 학업성취의 관계를 매개하는지를 탐색하고자 하였다. 이를 위해, 뉴욕 공립중학교에 재학 중인 중학생 216명을 대상으로, 학생보고를 통해 지능의 암묵적 신념을, 교사보고를 통해 투지를 측정하였으며, 학업성취도는 학생부 자료를 활용하였다. SPSS 22.0와 PROCESS Macro를 사용하여 회귀분석을 실시하였다. 그 결과 첫째, 1학기 초 성장신념이 높을수록 2학기 초 투지가 높게 나타났다. 둘째, 1학기 초 지능의 암묵적 신념과 2학기 말 학업성취도의 종단적 관계에서 투지의 완전 매개효과가 나타났다. 더불어 이러한 결과는 1학기 초 투지와 학업성취도를 통제하고 유의하게 나타나 성장신념은 투지에 정적인 영향을 주며, 이는 학업성취도의 향상으로 이어진다고 볼 수 있다. 이러한 결과는 학교교육의 패러다임이 학생의 성장에 대한 정의적 태도를 지원하는 방식으로 변화할 필요성에 대해 시사하고 있다.

다국어 초록 (Multilingual Abstract)

Grit, defined as passion and perseverance for long-term goals, predicts success across domains. The current investigation examined the association between theory of intelligence, grit, and achievement. In a prospective longitudinal study, middle school students (N=216) completed a theory of intelligence questionnaire and teachers rated their students on grit. At the end of the school year, we collected final grades from school records. As expected, theory of intelligence predicted grit, which in turn predicted final grades. Adolescents who believed in malleability of one’s ability were more likely to pursue long-term goals with sustained interest and effort over time. These findings suggested that the current educational system, focusing primarily on cognitive abilities, should put more weights on non-cognitive abilities, such as theory of intelligence and grit.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 연구방법
• Ⅲ. 연구결과
• Ⅳ. 논의 및 결론
• 참고문헌
• Abstract

참고문헌 (Reference)

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