초등학생이 지각한 교실목표지향성, 개인목표지향성, 자기조절학습, 변화신념의 관계 = A Study of Relationships Between Classroom Goal Orientation Perceived by Elementary School Students, Goal Orientataion, Self-regulated Learning and Change Belief

다국어 초록 (Multilingual Abstract)

The main purposes of this research are as follows: first, to develop a scale of classroom goal orientation; second, to assess the relation among classroom goal orientation, self-regulated learning, and change belief; third, the effect of classroom goal orientation on personal goal orientation, given that self-regulated learning and change belief are controlled.
The subjects of the research are 481 6th graders of elementary school living in J city. And 465 students' responses are selected, except unreliable ones. Based on the data, the reliability of classroom goal orientation is analyzed and its validity is assessed with factor analysis. In addition, the relations are analyzed among classroom goal orientation, self-regulated learning, and change belief. Also, factors of classroom goal orientation having an impact on personal goal orientation are analyzed.
The results of the research are as follows: first, reliability of classroom mastery approach orientation is .839, classroom mastery avoidance orientation .674, classroom performance approach orientation .737, and classroom performance avoidance approach orientation .820, respectively. As a result of factor analysis, four factors relatively support classroom goal orientation's four structures by explaining 36.247%.
Second, in order to analyze the relations among classroom orientation, self-regulated learning, and change belief, as a result of the correlation coefficient, classroom mastery approach is has to do with cognitive, environmental, and behavioral factors of self-regulated learning. And it remains positively significant with change belief conducted by an inverse operation. Classroom mastery avoidance has a negative correlation with the factors of self-regulated learning and change belief. Classroom performance approach has nothing to do with three factors of self-regulated learning and four factors of change belief. Moreover, classroom performance avoidance has no connection with self-regulated learning and change belief shows negative correlation with intelligence, personality, and habit, except creativity.
Third, as a result of a research on whether classroom goal orientation has an effect on goal orientation of individuals, when self-regulated learning and change belief are controlled, the factor that effects mastery approach orientation of individuals is classroom mastery approach. And the factor having an influence on personal mastery avoidance orientation is not classroom mastery avoidance, but classroom performance avoidance. However, classroom mastery avoidance influences personal mastery avoidance orientation as much as classroom performance avoidance does. Furthermore, factors of creativity and habit belonging to change belief has an impact on personal mastery approach orientation. And classroom goal orientation does not effect personal performance approach orientation, but environmental factors of self-regulated learning. Also, the factor influencing personal performance avoidance is classroom performance avoidance orientation, cognitive factors of self-regulated learning, and change belief's intelligence and habit.

목차 (Table of Contents)

• Abstract = Ⅴ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 목표지향성 개념 = 4
• 2. 교실목표지향성 = 6
• 3. 자기조절학습 = 8
• 4. 변화신념 = 14
• 5. 선행연구 고찰 = 17
• Ⅲ. 연구방법 = 24
• 1. 연구대상 = 24
• 2. 연구도구 = 24
• 3. 자료분석 = 29
• Ⅳ. 연구 결과 = 30
• 1. 교실목표지향성 측정도구 양호도 분석 = 30
• 2. 교실목표지향성, 자기조절학습, 변화신념의 관계 분석 = 33
• 3. 교실목표지향성과 개인의 목표지향성의 관계 분석 = 35
• Ⅴ. 논의 및 결론 = 44
• 1. 논의 = 44
• 2. 결론 = 48
• 3. 제언 = 49
• 참고문헌 = 51
• 부록-1 교실목표지향성 척도 = 58
• 부록-2 자기조절학습 척도 = 60
• 부록-3 변화신념 척도 = 62
• 부록-4 개인목표지향성 척도 = 63