학생과 교사 수준 변인이 성취목표지향성에 미치는 영향 = The effect of student and teacher level variables on the achievement goal orientation

다국어 초록 (Multilingual Abstract)

The major purpose of this study is to identify the variables affecting achievement goal orientation, and analyze the influencing power of student and teacher level variables on the achievement goal orientation.
The concrete research questions examining the purpose are as follows.
First, is the achievement goal orientation of students different from their teacher?
Second, are parents' and students' socio-psychological variables affecting the achievement goal orientation significantly on student level?
Third, if the students' achievement goal orientation are different as their teacher after controlling the influencing power of student level variables, what characteristics of teachers can explain it?
Fourth, is the level of the students' achievement goal orientation according to the socio-psychological variables differ from their teachers' characteristics?
Therefore, another purpose of this study is to make students pursuing more adaptive achievement goal orientation by searching the answer for the above research questions.
To achieve the above research questions, 68 class teachers among 7 cities(Seoul, Pusan, Incheon, Kyungki, Kangwon, Chungnam and Kyungnam) and 2,170 students of the classes are surveyed. The survey questionnaire are composed of 5 parents' variables, 7 students' socio-psychological variables, 4 teachers' background and 9 teachers' socio-psychological variables.
The variables of this study are composed of 2 different level(student and teacher level), in other words hierarchically, therefore all the data were analyzed with HLM 6.0 for window.
The findings of this research to examine the effect of student and teacher level variables on the achievement goal orientation are as follows:
First, the influencing power of teachers for the mastery-approach, mastery-avoidance, performance-approach and performance-avoidance achievement goal orientation were 3.00%, 5.18%, 2.22%, 0.24% for each, and 4.15%, 6.17%, 3.49%, 1.09% when input the parents variables of the students, and increased to 8.10%, 9.97%, 7.05%, 2.34% when input the students' socio-psychological variables together. This influencing power means that the effect of teacher-level variables on the achievement goal orientation exist, but very small compared with the effect of student-level variables.
Second, the student-level variables affecting significantly on the achievement goal orientation were social support and parents' mastery goal orientation among the parents' variables, and students' academic self-efficacy, individual oriented achievement motivation, society oriented achievement motivation and beliefs about intelligence among the students' socio-psychological variables in mastery-approach achievement goal orientation. And parents' achievement goal orientation among the parents' variables, and students' academic self-efficacy, individual oriented achievement motivation, society oriented achievement motivation, beliefs about intelligence incrementation, and beliefs about intelligence entity among the students' socio-psychological variables affected significantly in mastery-avoidance achievement goal orientation. And achievement pressure and parents' performance goal orientation among the parents' variables, and students' academic self-efficacy, individual oriented achievement motivation, society oriented achievement motivation, fear of failure, beliefs about intelligence entity and social comparison orientation among the students' socio-psychological variables affected significantly in performance-approach achievement goal orientation. And socio-economic status and parents' performance goal orientation among the parents' variables, and students' academic self-efficacy, individual oriented achievement motivation, society oriented achievement motivation, fear of failure, beliefs about intelligence entity and social comparison orientation among the students' socio-psychological variables affected significantly in performance-avoidance achievement goal orientation.
Third, teacher difference on the achievement goal orientation after controlling the student-level variables were small but statistically significant. The teacher-level variables causing the difference were academic background among the teachers' background variables, and teachers' efficacy, mastery goal structure of the classroom and performance goal structure of the school among the teachers' socio-psychological variables in mastery-approach achievement goal orientation. And sex among the teachers' background variables and teachers' efficacy among the teachers' socio-psychological variables caused the teacher difference in mastery-avoidance achievement goal orientation. And sex among the teachers' background variables and performance goal structure of the school among the teachers' socio-psychological variables caused the teacher difference in performance-approach achievement goal orientation.
Last, the level of students' achievement goal orientation differed from the characteristics of the classroom even they were under the same teacher. Academic self-efficacy, individual oriented achievement motivation, society oriented achievement motivation, fear of failure, beliefs about intelligence entity in mastery-approach achievement goal orientation, and academic self-efficacy, individual oriented achievement motivation, society oriented achievement motivation, beliefs about intelligence incrementation, beliefs about intelligence entity in mastery-avoidance achievement goal orientation, and academic self-efficacy, individual oriented achievement motivation, society oriented achievement motivation, fear of failure, beliefs about intelligence entity variables in performance-approach achievement goal orientation were appeared to have interaction effect with the teacher-level variables.
The suggestions for the further study based on the above findings are as follows:
First, more study need to be conducted on the student and teacher-level variables affecting the achievement goal orientation.
Second, more research are needed on the school level variables affecting the achievement goal orientation.
Third, this kind of studies should be enlarged to elementary and middle schools to verify the results of the preceded researches, and to accumulate new findings.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 성취목표지향성의 개념 및 구조 6
• 2. 성취목표지향성의 유형 14
• 3. 성취목표지향성 관련 변인 20
• Ⅲ. 연구 방법 47
• 1. 연구모형 47
• 2. 표집 및 조사과정 48
• 3. 변인의 구성 50
• 4. 분석방법 57
• Ⅳ. 연구 결과 66
• 1. 분석 자료의 기술 통계값 66
• 2. 성취목표지향성의 교사 내․교사 간 변량 비율 68
• 3. 성취목표지향성에 대한 학생 수준 변인들의 효과 분석 72
• 4. 성취목표지향성에 대한 교사 수준 변인들의 효과 분석 76
• 5. 학생수준 변인과 교사수준 변인의 상호작용 효과 분석 81
• Ⅴ. 논의 및 결론 90
• 1. 논의 90
• 2. 결론 97
• 참고문헌 100
• Abstract 124
• <부록 Ⅰ> 학생용 설문지 127
• <부록 Ⅱ> 교사용 설문지 140
• <부록 Ⅲ> 설문지 분석 결과 146
• <부록 Ⅲ-1> 설문지 배포 및 유효 사례수 146
• <부록 Ⅲ-2> 학생수준 변인간 상관관계 147
• <부록 Ⅲ-3> 교사수준 변인간 상관관계 148

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