학습자의 정의적 특성과 학업성취와의 관계 분석 = An analysis on the relationship between affective variables and academic achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the causal relationships analysis among self-concept, achievement goal orientation, attribution of causality and the effect of these three variables on academic achievement. To achieve this purpose` the following hypotheses are set forth. Hypothesis Learner`s self-concept, achievement goal orientation and attribution of causality will be the causal relation with academic achievement. 1. Learner`s self-concept will be the causal relation with academic achievement. 2. Learne`s achievment goal orientation will be the causal relation with academic achievment. 3. Learner`s arrribution of causality will be the causal relation with academic achievement 4. Learner`s self-concept will be the causal relation with achievement goal orientation. 5. Learner`s achievement goal oriention will be the causal relation with attribution of causality. 6. Learner`s self-concept will be the causal relation with attrition of causality. The subject were 501 male and 472 female students form the first, second grade of the middle and high school in Daegu. The instrument used were selt description questionnaireⅡ, achievement goal orientation test, Causal attribution test. The causal relationships influenced by academic achievement had an effect on learner`s self-concept, achievement goal orientation and attribution of causality: Academic achievement → attribution of causality, achievement goal orientation → academic achievement, attribution of causality → academic achievement, self-concept → achievement goal orientation, and self-concept → academic achievement showed meaning relationship. But achievement goal orientation and attribution of causality showed a meaningless relationship.