성취목표지향성 프로그램의 개발과 효과 검증 = Development of Achievement Goal Orientation Program and testing its effects

다국어 초록 (Multilingual Abstract)

The purposes of this study was to develop an Achievement Goal Orientation Program and to confirm its effects on achievement goal orientation, self-determination, test anxiety, and academic achievement.
To achieve these purposes, the research questions were established as follows;
First, Would the achievement goal orientation program have positive effects on the achievement goal orientation?
Second, Would the achievement goal orientation program have an effect on the self-determination?
Third, Would the achievement goal orientation program have an effect on the test anxiety?
Finally, Would the achievement goal orientation program have an effect on the academic achievement?
To resolve the research questions, two groups were set up, one for experiment and the other for control. The experiment group was composed of 67 students at grades 5 and 6, and the control group was composed of 65 students at grades 5 and 6.
The experiment group was given the achievement goal orientation program for 3 weeks. The program was composed of 10 sessions each one of 40-minute activities. The control group did not receive any treatments.
The data were analyzed by using SPSS 12.0 for windows.
The results of this study were as follows;
First, the achievement goal orientation program had a significant effect on the achievement goal orientation by reducing performance avoidance goal.
Second, the achievement goal orientation program had a partially significant effect on the self-determination.
Third, the achievement goal orientation program had a partially significant effect on the test anxiety.
Finally, the achievement goal orientation program had a significant effect on the improvement of academic achievement in mathematics and Korean.
Based on the idea mentioned above, it is shown that the achievement goal orientation program had effects on achievement goal orientation, self-determination, test anxiety, and academic achievement.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 성취목표지향성 이론 = 6
• 가. 성취목표지향성의 개념 = 6
• 나. 성취목표지향성의 유형 = 7
• 다. 성취목표지향성의 변화 가능성 = 10
• 2. 성취목표지향성과 자기결정성 = 10
• 가. 자기결정성의 개념과 유형 = 10
• 나. 성취목표지향성과 자기결정성과의 관계 = 13
• 3. 성취목표지향성과 시험불안 = 14
• 가. 시험불안의 개념과 요인 = 14
• 나. 성취목표지향성과 시험불안의 관계 = 15
• 4. 성취목표지향성과 학업성취 = 16
• Ⅲ. 성취목표지향성 프로그램의 개발 = 18
• 1. 프로그램의 개발 과정 = 18
• 2. 프로그램의 구성 근거 = 18
• 3. 프로그램의 내용 = 20
• Ⅳ. 성취목표지향성 프로그램의 효과 검증 = 22
• 1. 연구 방법 = 22
• 가. 연구 대상 = 22
• 나. 연구 설계 = 22
• 다. 연구 도구 = 23
• 라. 연구 절차 = 26
• 마. 자료 처리 및 분석 = 26
• 2. 성취목표지향성 프로그램의 효과 = 27
• 가. 실험집단과 비교집단의 사전 동질성 검토 = 27
• 나. 성취목표지향성 프로그램이 성취목표지향성에 미치는 영향 = 29
• 다. 성취목표지향성 프로그램이 자기결정성에 미치는 영향 = 30
• 라. 성취목표지향성 프로그램이 시험불안에 미치는 영향 = 32
• 마. 성취목표지향성 프로그램이 학업성취에 미치는 영향 = 33
• Ⅴ. 논의 = 35
• Ⅵ. 결론 및 제언 = 38
• 1. 결론 = 38
• 2. 제언 = 39
• 참고문헌 = 41
• 부록 = 45