자아개념과 자아효능감의 비교 분석 = A Comparative Analysis on Self-Concept and Self-Efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this thesis is to illuminate conceptually the similarities and differences between self-concept and self-efficacy, the self-constructs known to wield critical influence on students' academic attainment and psychological well-being in school.
The two conceptualizations share important similarities such as their treatment of perceived competence as the most integral element. Both self-beliefs use prior mastery experience, social comparison and reflected appraisals as major informations sources. They are also domain-specific and multidimensional such that students hold perceptions that are unique to each academic domain and reasonably differentiated across diverse areas. These constructs predict subsequent motivation, emotion, and performance to varying degrees.
There are also important differences. Academic self-concept includes cognitive evaluation of capability along with affective reactions. Self-efficacy makes clear distinction between these components and considers affective reactions as a consequence of self-efficacy perceptions. While competence evaluation in self-concept relies heavily on social comparison and hence tends to be normative, self-efficacy evaluation is primarily goal-referenced and most strongly affected by one's enactive experiences. Academic self-concept reflects an aggregated judgment or overall impression of one's competence in given academic domains. As such, self-concept beliefs tend to be past-oriented, stable over time, and resistant to change.
Academic self-efficacy demonstrates more consistent operational definitions and more context-specific judgment of one's competence. The dynamic and malleable nature of self-efficacy perceptions renders them more amenable to experimental procedures aiming at efficacy enhancement. These differences contribute to self-efficacy's superior predictive and explanatory utility.
Which still need considerably more research are How can we change students' self-perceptions to a positive direction? How can we strengthen their self -confidence toward difficult and previously unsuccessful academic tasks? Most importantly, how can we help students form accurate yet optimistic self-perceptions and help them avoid their low academic self-perceptions to negatively affect their self-worth?

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 개념적 정의의 비교
• Ⅲ. 조작적 정의의 비교
• Ⅳ. 준거 영역별 비교
• Ⅴ. 결론
• ＜참고문헌＞
• ＜Abstract＞