중다목표지향과 귀인피드백이 수학 자기효능감, 자기조절학습능력과 학업성취에 미치는 영향 = (The)effects of multiple goal orientations and attributional feedbacks on mathematical self-efficacy, self-regulated learning ability and academic-performance

다국어 초록 (Multilingual Abstract)

This research consists of three parts.
First, from a theoretical perspective, this research is focused on the potential benefits or detriments of adopting both learning and performance goals in a high school setting, which is a ongoing debate on achievement goal theory.
Second, to provide the teachers with instruction guide, this research investigated the educational context using instructional method such as attribution training program has an effect on the results of students' learning.
Third, this research helps teachers improve their instructional methods by identifying that the effect of the attributional feedback differs according to multiple goal orientations.
Subjects were 108(100 boys, 8 girls) first-grade students from a vocational high school in the Northern Jeolla province. Their mean age was 16 years and 4 months.
A 3(mastery/performance approach goal vs. mastery goal vs. performance approach goal) × 2(effort feedback vs. ability/effort feedback) factorial design was used in this research. Students were randomly assigned to one of six experimental groups. Each experimental group consisted of 18 students. Learning tasks were focused on factorization in middle school mathematics.
Each group of 18 students received instructional programs for 50 minutes on ten consecutive school days. The measurement tools used for this research are mathematical self-efficacy, self-regulated learning ability and academic-performance. The above three tools were tested before and after the 10day instructional program.
Means and Standard deviations obtained from these tests were analysed with ANCOVA, ANOVA using the SPSS program.
The results are as follows:
First, The highest mathematical self-efficacy and self-regulated learning ability is shown in the mastery/performance approach goal condition. That is to say, more adaptive results were obtained from the interaction between mastery and performance approach goal. So, multiple goal perspective was supported.
Second, the effort feedback group had the higher meta cognition strategy than the ability/effort feedback group. The latter had the higher act regulation strategy than the former.
Third, learners with effort feedback in mastery/performance approach goal group and learners with ability/effort feedback in performance approach goal group showed the higher mathematical self-efficacy. Also, learners with effort feedback in mastery goal group showed the higher academic-performance.
There is traditional perspective or multiple goal perspective which is supported among the achievement goal theorists. In conclusion, in this research, it was identified that multiple goal perspective was generally advocated in mathematical self-efficacy and self-regulation learning ability. Also, to increase the self-regulation which is deficient with students, it is necessary to offer them the appropriate attributional feedback. Last, we have to offer students the attributional feedback suitable to multiple goal orientation to increase the mathematical self-efficacy and academic-performance.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구내용 = 4
• C. 용어의 정의 = 5
• 1. 중다목표지향 = 5
• 2. 귀인피드백 = 6
• 3. 수학 자기효능감 = 6
• 4. 자기조절학습능력 = 6
• Ⅱ. 이론적 배경 = 7
• A. 성취목표지향 = 7
• 1. 성취목표이론 = 7
• 2. 성취목표와 자기효능감 = 16
• 3. 성취목표와 자기조절학습능력 = 19
• 4. 성취목표와 학업성취 = 23
• B. 귀인 = 26
• 1. 귀인이론 = 26
• 2. 귀인피드백과 자기효능감 = 33
• 3. 귀인피드백과 학업성취 = 35
• Ⅲ. 연구모형 및 가설 = 38
• A. 연구모형 = 38
• B. 연구가설 = 39
• Ⅳ. 연구방법 = 45
• A. 연구대상 = 45
• B. 측정도구 = 46
• 1. 수학 자기효능감 검사 = 46
• 2. 자기조절학습능력 검사 = 46
• 3. 학업성취 검사 = 47
• C. 연구절차 및 실험처치 = 47
• 1. 연구절차 = 47
• 2. 실험처치 = 51
• D. 통계처리 = 54
• Ⅴ. 연구결과 = 55
• A. 중다목표지향과 귀인피드백에 따른 수학 자기효능감의 차이 = 55
• B. 중다목표지향과 귀인피드백에 따른 자기조절학습능력의 차이 = 60
• C. 중다목표지향과 귀인피드백에 따른 학업성취의 차이 = 67
• Ⅵ. 논의 = 71
• A. 성취목표이론 안의 전통적인 관점과 중다목표관점 = 71
• B. 학습관련결과에서 귀인피드백의 효과 = 74
• C. 학습관련결과에서 중다목표지향과 귀인피드백의 상호작용 효과 = 75
• Ⅶ. 결론 및 제언 = 77
• A. 결론 = 77
• B. 제언 = 79
• 1. 후속연구를 위한 제언 = 79
• 2. 교육 실제를 위한 제언 = 80
• 참고문헌 = 83
• <부 록 1> 수학 자기효능감 사전검사 = 97
• <부 록 2> 수학 자기효능감 사후검사 = 98
• <부 록 3> 메타인지 전략검사 = 99
• <부 록 4> 행동조절 전략검사 = 100
• <부 록 5> 학업성취 검사 = 101
• <부 록 6> 학습자료(3/10) = 102
• <부 록 7> 실험자용 설명서(3/10) = 105