대학생의 목표지향성과 자아효능감 = University Students' Goal Orientations and Self-efficacy

국문 초록 (Abstract)

본 연구의 목적은 대학생의 목표지향성과 자아효능감의 관계를 규명하고, 그들의 목표지향성과 자아효능감 정도는 교육과정 및 학년에 따라 어떠한 차이가 있는지를 알아보는데 있다. 연구대상은 서울 소재 C대학생 368명으로 하였으며, 본 연구목적을 위해 교육과정을 크게 전공과정, 교양과정, 사회교육과정으로 구분하였다. 검사지는 목표지양 검사지와 자아효능감 검사지를 사용하였다. 수집된 자료는 SPSS for Win(11.0 ver.) 프로그램을 사용하여 상관분석과 변량분석이 실시되었다. 분석결과, 다음과 같은 사실이 밝혀졌다.
첫째, 대학생의 목표지망성과 자아효능감 간에는 유의한 정적 상관이 나타났다. 둘째, 대학생의 교육과정에 따라 숙달목표지향과 자아효능감 간에 유의한 차이를 발견하였다. 셋째, 대학생의 학년별 숙달목표지망과 자아효능감 간에 유의한 차이가 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationship between university students' goal orientations and self-efficacy. and to explore the difference of their goal orientations and self-efficacy among the types of university curriculum, and between ages. In order to accomplish this purpose, the questions that this study addresses to answer are as follows:
First, is there a significant correlation between university students' goal orientations and self-efficacy? Second, are there significant differences among three curriculums(e.g., a major, liberal arts, social education) in the degree of their goal orientations and academic self-efficacy. Third, are there significant differences in the degree of their goal orientations and academic self-efficacy as function of ages.
The subjects of the present study consisted of 368 university students. The survey instruments used for this study were Goal Orientation Scale, Self-efficacy Scale. The reliability coefficients(Cronbach α) of these scales were .89 and .88, respectively. The statistical methods employed for data analysis were the correlation analysis and ANOVA by SPSS win 11.0. The results of the study are as follows:
Firstly, there is a significant positive correlation between university students' goal orientations and self-efficacy. Secondly, there are significant differences among three curriculums in the degree of their mastery goal orientations and academic self-efficacy. Finally, there are significant differences in the degree of their goal orientations and academic self-efficacy as function of ages.