아동의 학업성취목표와 자기효능감이 학업성취에 미치는 영향 = Children`s Academic Achievement Goal Orientations, Self-efficacy and Academic-Performance

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate which academic Achievement Gold Orientation style functions positively in increasing learner’s academic achievement and focusing on self-efficacy as a mediator in the relationship between academic achievement goals and academic achievement, its direct and indirect effects on academic achievement goals and academic achievement. Also, analyzing which subordinate variable influences amongst academic achievement and self-efficacy influences on academic achievement.

The subjects of this study were 316 students in 5th and 6th grade at Y elementary school in Cheong-ju. Data were analysed by SPSS 12.0 with the methods of frequency, Cronbach's α coefficient, t-test, Correlation analysis, and 3 step hierarchical regression which was suggested by Baron and Kenny was conducted in order to evaluate the mediator effect.

The results of the study are as follows:
First, father’s academic background affects on children’s academic achievement goal orientations and children’s gender and parent’s academic background affects on self-efficacy. Also, there was a significant difference in academic achievement according to the children’s gender and parent’s academic background.
Second, self-efficacy, as a mediator between academic achievement goal orientation and academic achievement, mediates between mastery goals and academic achievement; however, it does not mediate in the effects of performance-approach goals and performance-avoidance goals.
Third, children’s confidence, as a mediator between academic achievement goal orientation and academic achievement, only mediates between performance-avoidance goals and academic achievement, not between mastery goals and performance-approach goals.
Fourth, self-control efficacy, as a mediator between academic achievement goals and academic achievement, mediates between mastery goals and performance-approach goals; however, it does not mediate performance-avoidance goals.
Fifth, between academic achievement goals and academic achievement, task-difficulty only mediates between mastery goals and academic achievement but not between performance-approach goals and performance-avoidance goals.

In conclusion, according to subordinate variables, mediator effect differs. Having mastery goals, performance-approach goals, children are expected to succeed in their academic tasks and this leads to higher success approach motivation. Therefore, it helps children to build self-efficacy. This means that it is necessary to increase learner’s self-efficacy in order to promote learner’s higher academic achievement.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 5
• 3. 연구모형 6
• Ⅱ. 이론적 배경
• 1. 학업성취 7
• 2. 학업성취목표 8
• 3. 자기효능감 10
• 4. 학업성취목표, 자기효능감 학업성취 11
• Ⅲ. 연구방법
• 1. 연구대상 15
• 2. 측정도구 15
• 3. 자료분석 19
• Ⅳ. 결과 및 해석
• 1. 조사대상자의 일반적 배경 20
• 2. 일반적 배경에 따른 학업성취목표와 자기효능감, 학업성취
• 22
• 3. 학업성취목표와 자기효능감, 학업성취의 상관관계 28
• 4. 학업성취목표와 학업성취의 관계에 대한 자기효능감의 매개효과
• 검증 29
• Ⅴ. 논의 및 결론
• 1. 요약 및 논의 40
• 2. 결론 및 제언 45
• 참고문헌 47
• Abstract 52
• 질 문 지 55
• 감사의 글 61