초등학생의 목표지향성과 학업적 자기효능감 및 학업성취도와의 관계 = Relationship between Goal Orientation and Academic Self-efficacy & Academic Achievement in Elementary-school Students

다국어 초록 (Multilingual Abstract)

ABSTRACT

Relationship between Goal Orientation and Academic Self-efficacy & Academic Achievement in Elementary-school Students

Heoy young Shin
Major in Educational Psychology and Counseling
Graduate School of Education
Kyungwon University

The purpose of this study was to examine relationship between each goal-orientation type and academic self-efficacy & academic achievement by dividing goal orientation into mastery goal orientation, performance-approach goal orientation, and performance-avoidance orientation according to goal-orientation classification proposed by Elliot and Church(1997).
The specific research problems are as follows.

First, what about relationship between goal orientation and academic self-efficacy?
Second, what about relationship between goal orientation and academic achievement?
Third, what about the relatively explanatory adequacy in goal orientation and self-efficacy about academic achievement?
Fourth, is there difference in academic achievement according to self-efficacy level?

For this study, the goal-orientation test, which is self-reported questionnaire, and the academic self-efficacy scale were allowed to be responded targeting 274 students in the 6th grade of S elementary school where is located in Bundang-gu of Seongnam city. Academic achievement was used the final exam for the 1st semester.

Given summarizing results of this study, those are as follows.

First, it was indicated to be proper to some extent to propose by classifying goal-orientation type into three types in mastery, performance & approach, and performance & avoidance goal even as for elementary-school students who are subject students in this study.
Second, as a result of analyzing correlation between goal orientation and academic self-efficacy, the mastery goal orientation and the performance-approach orientation have positive correlation with academic achievement. In other words, it was indicated that the more mastery goal orientation and the more performance-approach orientation lead to the higher academic achievement.
Third, as a result of examining the relatively explanatory adequacy in sub-spheres of goal orientation and self-efficacy about academic achievement, what is explaining the most the academic achievement was indicated to be task-level preference out of the self-efficacy sphere.
Fourth, as a result of analyzing whether there is difference in academic achievement according to self-efficacy level, the academic achievement was shown to be higher in the group with higher self-confidence, the group with higher self-regulation efficacy, and the group with higher task-preference level.

This study is what addresses a learner's motivational aspect such as goal orientation and academic self-efficacy. Significance can be found in a sense that promotes the understanding about a learner through this and further can be conducive to a learner in several situations related to learning.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 .................................................................................................................... 1
• 1. 연구의 필요성 및 목적 ............................................................................... 1
• 2. 연구문제 ......................................................................................................... 3
• 3. 용어의 정의 ................................................................................................... 4
• Ⅱ. 이론적 배경 ..................................................................................................... 5
• 1. 학습동기 ......................................................................................................... 5
• 가. 학습동기의 개념 ..................................................................................... 5
• 나. 학습동기의 유형별 특성 ...................................................................... 6
• 다. 학습동기 관련 선행 연구 .................................................................... 6
• 2. 목표지향성 ..................................................................................................... 7
• 가. 목표지향성의 개념 ................................................................................. 7
• 나. 목표지향성의 유형별 특성 ................................................................. 10
• 다. 목표지향성 관련 선행 연구 ............................................................... 11
• 3. 학업적 자기효능감 ..................................................................................... 12
• 가. 학업적 자기효능감의 개념 및 특성 ................................................ 12
• 나. 학업적 자기효능감의 구인 .................................................................. 14
• 다. 학업적 자기효능감 관련 선행 연구 .................................................. 15
• Ⅲ. 연구방법 ........................................................................................................... 18
• 1. 연구대상........................................................................................................... 18
• 2. 측정도구 ......................................................................................................... 18
• 3. 자료처리 ......................................................................................................... 21
• Ⅳ. 연구결과 ........................................................................................................... 22
• 1. 목표지향성과 학업적 자기효능감의 관계 .............................................. 22
• 2. 목표지향성과 학업성취도간의 관계 ........................................................ 24
• 3. 학업성취도에 대한 목표지향성과 자기효능감의 상대적 설명력 ..... 26
• 4. 자기효능감 수준에 따른 학업성취도의 차이 ........................................ 26
• Ⅴ. 논의 및 결론 ................................................................................................... 30
• 참고문헌 ................................................................................................................... 35
• 영문초록 ................................................................................................................... 37
• 부록 ........................................................................................................................... 40
• <부록1> 목표지향성 검사지
• <부록2> 학업적 자기효능감 설문지