목표지향성, 자기조절학습, 학업성취와의 관계 연구

다국어 초록 (Multilingual Abstract)

The purpose of the present study is to investigate the relationships of goal orientation, self-regulated learning, and academic achievement. For the above purpose of the study, the special hypothesis proposed in this investigation are as follow :
<Hypothesis 1> Mastery goals will have higher effect on self-regulated learning than performance goals.
<Hypothesis 2> Mastery goals will have higher effect on academic achievement than performance goals.
<Hypothesis 3> Self-regulated learning will have effect on academic achievement.
<Hypothesis 4> Goals orientation will have indirect effect rather than direct effect on academic achievement.
The subject of 290 middle school students for the study were selected from two schools in Inchon. The instruments used for the study were goal orientation test, self-regulated learning test. In order to select items which were used in the hypothesis test, item analysis was performed reliability and factor analysis. Academic achievement of the students was defined as his or her performance for mathematics and language. In order to minimize the unreliability in the grade point averages, GPAs were transformed by T-value. And in order to analyze collected data, Pearson correlation analysis, stepwise regression analysis, and path analysis were used.
The results of the study were summarized as follows:
Hypothesis 1 was confirmed. The results showed that mastery goals had higher effect on self-regulated learning than performance goals(P<.001). Hypothesis 2 was confirmed. The results showed that mastery goals had higher effect on academic achievement than performance goals(P<.001). Hypothesis 3 was confirmed. Self-regulated learning had effect on academic achievement and self efficacy had the most direct and strongest effect on students academic achievement among self-regulated learnings factors. Hypothesis 4 was confirmed partially. Mastery goals had indirect effect rather than direct effect on academic achievement.