초등학생의 자기설정목표동기, 자기설정목표, 목표전념, 학업성취 및 주관적 안녕의 관계 = Structural Relationships among the Motivations of Self-Set Goal, Self-Set Goals, Goal Commitment, Academic Achievements, and Subjetive Well-Being of Elementary School Students

다국어 초록 (Multilingual Abstract)

This study is intended to survey the variables which affect the subjective well-being of elementary school students, and to find the structural relationships between these variables in the structure of the goal-setting process. In accordance with its purpose, the study has surveyed factors making up the motivation of self-set goals related to students' objectives, and analyzed the relationships between five variables such as factors making up the motivation of self-set goals, self-set goals, goal commitment, academic achievements, and subjective well-being. The study has analyzed the structural equation model composed of these five variables, and also direct and indirect effects of factors making up the motivation of self-set goals on the subjective well-being of elementary school students.
The questions that this research has asked are as follows.
First, what are the factors that make up the motivation of self-set goals that are related to the academic achievements of elementary school students?
Second, what are the effects of the factors that make up the motivation of self-set goals for elementary school students on self-set goals and goal commitment?
Third, what are the effects of the factors that make up the motivation of self-set goals for elementary school students on their academic achievements in the process of goal setting?
Fourth, what are the effects of the factors that make up the motivation of self-set goals for elementary school students on their subjective well-being in the process of goal setting?
Fifth, what are the effects of elementary school students' academic achievements on their subjective well-being?
In order to find the answers to these questions, the study has chosen a total of 751 subjects: 390 male students (52%) and 361 female students (48%) from the sixth-grade students of eight elementary schools located in Daegu Metropolitan City and Gyeongbuk Province.
The tools used for this study are as follows: the test of the motivation of self-set goals, the test of self-set goals, the test of goal commitment, the test of perceived academic achievements, and the test of subjective well-being. The test of the motivation of self-set goals was made by the researcher of this study himself, based on the results of the preceding studies and the materials from the open tests of the subjects conducted by this study. The test of self-set goals and the test of perceived academic achievements were conducted in a way that the subjects marked their own academic achievements on a point scale made in the form of the Likert type scale. For the test of goal commitment, the five-item scale recommended by Klein et al. (2001) was adapted and used. The test of subjective well-being was conducted by choosing 20 items from the thirty items for the subjective well-being scale developed by Byung Gee Bak and Seung Pyo Hong (2004).
The chief results of this study are as follows.
First, a factor analysis of the materials collected from the test of the motivation of self-set goals has shown that five factors make up the motivation of self-set goals of elementary school students: autonomous motivation, parental expectation, social competence, teacher's pressure, and parental pressure.
As for the strength of the self-determination according to the self-determination theory(Deci & Ryan, 1985; Ryan & Deci, 2000), these five factors shown by the survey can be said to be hierarchical in the order of autonomous motivation, parental expectation, social competence, the teacher's pressure, and parental pressure. These factors of the motivation of self-set goals have shown little significant difference between males and females except the factor of parental pressure.
Second, an analysis of the relationships between the research-composing items has shown the positive correlation of autonomous motivation to parental expectation, social competence and the teacher's pressure, to self-set goals and goal commitment, and to perceived academic achievements and subjective well-being. There is no significant correlation between autonomous motivation and parental pressure. Parental pressure with a low level of self-determination has shown a positive correlation to social competence, parental expectation, and the teacher's pressure, but a negative correlation to goal commitment, perceived academic achievements and subjective well-being. Social competence has shown a positive correlation to perceived academic achievements, but the teacher's pressure and parental pressure has shown a negative correlation to perceived academic achievements.
Third, motivation factors which have significant effects on self-set goals and goal commitment have been found to be autonomous motivation, social competence, parental pressure and the teacher's pressure. It has been found that autonomous motivation and social competence have positive effects on self-set goals and goal commitment, but that parental pressure and the teacher's pressure have negative effects on self-set goals and goal commitment.
Fourth, autonomous motivation and social competence, out all the factors making up the motivation of self-set goals, have indirect and positive effects on academic achievements through goal process. However, parental pressure and the teacher's pressure have been found to have negative effects on academic achievements through goal process. Self-set goals and goal commitment have been found to have direct and positive effects on academic achievements.
Fifth, autonomous motivation, out all the factors making up the motivation of self-set goals, has direct or indirect and positive effects on the subjective well-being of elementary school students. Social competence has direct and negative effects on subjective well-being, but indirect and positive effects on subjective well-being through the medium of goal process. However, on the whole, it has no significant effects on subjective well-being. Parental pressure and the teacher's pressure have been found to have negative effects on subjective well-being through the medium of goal process. Self-set goals and goal commitment have positive effects on subjective well-being, but perceived academic achievements has been found to have no significant effects on subjective well-being.
This study has great meaning in that it has examined the variables which are related to academic achievements which can affect the subjective well-being of elementary school students, clarifying the phenomenon of society that has problems with elementary school students' efforts to improve their academic achievements, and other related problems. The study has another meaning in that in the educational field, it provides teachers and parents with motivational factors which have direct or indirect effects on the subjective well-being of elementary school students in the process of academic achievements.
The results of this study are expected to be used as references for educating elementary school students in the matters related to their academic achievements. This is because the study has found the structure of the motivation of self-set goals in the process of goal setting related to academic achievements, and has brought to light the motivation of self-determination which has effects on the academic achievements and subjective well-being of elementary school students, the role of goal process, and teachers and parents' abstention from too much intervention in students' matters.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 7
• 4. 연구의 범위와 한계 9
• Ⅱ. 이론적 배경 11
• 1. 목표설정이론 11
• 2. 목표설정과정과 고수행순환의 구조 18
• 3. 학습전략으로서 목표설정과 목표전념 32
• 4. 자기결정이론과 자기설정목표동기의 구성요인 36
• 5. 목표설정과정에서 주관적 안녕의 개념 및 관련 변인 48
• Ⅲ. 연구방법 53
• 1. 연구모형 53
• 2. 연구대상 55
• 3. 연구절차 57
• 4. 측정도구 58
• 5. 자료분석 71
• IV. 연구결과 73
• 1. 자기설정목표동기의 구성요인 73
• 2. 연구모형 구성개념의 기술 통계치 및 상관 분석 81
• 3. 자기설정목표동기, 자기설정목표, 목표전념, 학업성취도, 주관적 안녕의 구조모형 검증 88
• Ⅴ. 논의 및 결론 101
• 1. 논의 101
• 2. 결론 112
• <참고문헌> 115
• 130

참고문헌 (Reference)

1. 요즘, 고래가그랬어 편집부, , 2008

2. Helplessness, Seligman, M. E, , 1975

3. Human motivation, Weiner, Bernard, Springer-Verlag, , 1985

4. Work and Motivation, Vroom, V. H., Work and motivation, , 2000

5. Intentional behavior, Ryan, , 1970

6. Intrinsic motivation, Deci, Ryan, , 1985

7. The achieving society, McClell, D.C, The achieving society, , 1961

8. 교실에서의 동기, 김아영, 한국교육심리학회, "2002년도 한국교육심리학회 학술대회, , 2003

9. Work motivation theories, Locke, Henne, , 1986

10. Attaining Self-Regulation, Zimmerman, Attaining self-regulation, , 2000

11. 학습동기와 무력감, 봉미미, , 2007

12. Aspects of internalization, Schafer, Roy, International Universities Press, , 1990

13. Science and Human Behavior, Skinner,B.F., The macmilllan Company, Science and human behavior, , 1956

14. Inequity in Social Exchange, Adams, Inequity in social exchange, , 1965

15. The high price of materialism, Kasser, Tim, MIT Press, , 2002

16. Finding Flow. New York: Brockman, Csikszentmihalyi, , 1997

17. Happiness is everything, or is it?, Ryff, "Happiness is everything, , 1989

18. Self-regulation through goal setting, Latham,G.P., Self-regulation through goal setting, , 1991

19. 학업동기 척도 표준화 연구, 김아영, 한국교육평가학회, "교육평가연구, , 2002

20. New directions in goal-setting theory, Locke, La tham, , 2006

21. Alternative ways of assessing modelfit, Cudeck, Brown, , 1993

22. Self-efficacy: The Exercise of Control, Bandura.A, Self-efficacy: The exercise of control, , 1997

23. Achievement goals and studentwell-being, Kaplan, Maehr, Achievement goals and student well-being, , 1999

24. Human agency in social cognitive theory, ura, Human agency in social cognitive theory, , 1989

25. Multivariate DataAnalysis with Readings, Anderson, Black, Hair, Tatham, Multivariate data analysis with readings, , 1998

26. Ego and reality in psychoanalytic theory, White, , 1963

27. Metacognition: Theory or chapter heading?, Borkowski, , 1996

28. Self-regulationandacademicprocrastination, S?necal, Vallerand, Koestner, , 1995

29. Between intrinsic and extrinsic motivation, Hayamizu, , 1997

30. Goa l set t ing theoryand job per formance, Lee, La tham, Goal setting theory and job performance, , 1989

31. Goal progress makes one happy, or does it?, Wiese, Freund, "Goal progress makes one happy, , 2005

32. Goal-setting andtask performance: 1969-1980, Locke, , 1980

33. Studentdifference in self-regulated learning, Zimmerman, Student difference in self-regulated learning, , 1989

34. A theory of goal setting and task performance, Locke, E. A., A theory of goal setting and task performance, , 1990

35. Stress Social Support and bufferingHypothesis, Cohen, Wills, "Stress, , 1985

36. 학업적 성취목표지향성 척도 개발, 이주화 ( Ju Hwa Lee ), 김아영 ( Ah Young Kim ), 한국교육심리학회, , 2005

37. Learning theories : an educational perspective, Schunk, Dale H, Merrill, , 1996

38. Self-regulated learning: A volitional analysis, Corno, , 1989

39. 주관적 안녕 척도의 개발 및 타당화, 홍승표, 박병기, , 2004

40. 주관적 안녕의 2×3 다차원 요인구조, 송정화, 박병기, , 2007

41. Developmental aspects of self regulated learning, Paris, Newman, Developmental aspects of self-regulated learning, , 1990

42. Perceived locus of causality and internalization, Ryan, Connell, , 1989

43. toward a theory of task motivation and incentives, Locke, Toward a Theory of task motivation and incentives, , 1968

44. 한국 초등학생의 학습동기 요인 분석, 정종진(Jong-Jin Jeong), 한국심리학회, , 2008

45. Social cognitive theory of organizational management, Bandura, Wood, Social cognitive theory of organizational management, , 1989

46. Principles and practice of structual equation modeling, Kline, , 1998

47. WorkMotivationandSatisfaction:LightattheendoftheTunnel, Locke, E, La tham, Locke, Work motivation and satisfaction: Light at the end of the tunnel, , 1990

48. The stasis and flow of behavior: Toward a theory of goals, Pervin, , 1983

49. Goal setting and its application with exceptional learners, Johnson, Gramm, , 1990

50. Motivating humans,Goals,emotions,and personalagencybeliefs, Ford, "Motivating humans: Goals, , 1992

51. Motivation in education: theory, research, and application, Pintrich, P, "Motivation in education: Theory, , 2002

52. 학업동기 및 부모행동과 학업성취도의 관계, 임은미, , 1998

53. A motivational approach to self: Integration in personality, Ryan, Deei, , 1991

54. Assessing subjective well-being: progress and opportunities, Dinner, Assessing subjective well-being: Progress and opportunities, , 1994

55. Proximal versus distal goal setting and intrinsic motivation, Manderlink, Harackiewicz, , 1984

56. 학업적 자기효능감 척도 개발 및 타당화 연구, 김아영, 박인영, 한국교육학회, "교육학연구, , 2001

57. Intrinsic motivation and self-determination on human behavior, Ryan, Deci, , 1985

58. Self-regulated learning and academic achievement: An overview, Zimmermann,B.J., Self-regulated learning and academic achievement: An overview, , 1990

59. Self-regulation of motivation and action through goal systems, Bandura, , 1988

60. Task complexity as moderator of goal effects: A meta-analysis, Mento, Locke, Wood, , 1987

61. Measuring health : a guide to rating scales and questionnaires, McDowell, Ian, Oxford University Press, Measuring health: A Guide to rating scales and questionnaires, , 1996

62. Goal constructs in psychology: Structure process and content,??, J.B.Vancouver, Austin, "Goal constructs in psychology: Structure, , 1996

63. Effectance Motivation Reconsidered: Toward a Developmental Model, Harte, , 1978

64. 초등학생의 자기조절학습전략 훈련 및 효과분석, 최옥영, 忠南大學校 大學院, 충남대학교 대학원 박사학위논문, , 2006

65. Psychological needs and the facilitation of integrative processes, Ryan, , 1995

66. Toward a hierarchical model of intrinsic and extrinsic motivation, Vallerand, , 1997

67. Goal-setting: A meta-analytic examination of the empirical evidence, Tubbs, , 1986

68. Assessment of subjective well-being during childhood and adolescence, Bender, , 1997

69. Challenge versus threat effects on the goal-performance relationship, Drach-Zahavy, Erez, , 2002

70. Personal causation : the internal affective determinants of behavior, DeCharms, Richard, Academic Press, Personal causation: The internal affective determinants of behavior, , 1968

71. The assessment of goal commitment: A measurement model meta-analysis, Deshon.R.D, Wright, Wesson, Klein, Hollenbeck, , 2001

72. Effect of Self-Efficacy, Goal, and Task Strategies on Task Performance, Lee, Bobko, Locke, "Effect of self-efficacy, , 1984

73. Reasons for s tudying: Motivational orientations and s tudys trategies, Nolen, Reasons for studying: Motivational orientations and study strategies, , 1988

74. Self-regulated academic learning: self-efficacy enhancing intervention, Schunk, Ertmer, , 2000

75. A review of research on the application of goal setting in organizations, Latham,G.P., Yukl,G.A., , 1975

76. Self-Efficacy:A Theoretical Analysis of Its Determinants and Malleability, 정영선, Self-efficacy: A theoretical analysis of its determinants and malleability, , 1992

77. The Nature of Perceived Social Support: Findings Of Meta-Analytic Studies, Procidano, , 1992

78. The effects of personality on learning: The mediating role of goal setting, Lee, Klein, , 2006

79. Students' Goal Orientations and Cognitive Engagement in Classroom Activities, Phyllis C.Blumenfeld, Rick H.Hoyle, Meece, , 1988

80. 학급목표구조가 목표지향성과 수학성취도에 미치는 효과, 황정문, 경북대학교 대학원, 경북대학교 대학원박사학위논문, , 2004

81. Effect of Goal Acceptance on the Relationship ofGoal Difficulty to Performance, Erez, Zidon.I, Effect of goal acceptance on the relationship of goal difficulty to performance, , 1984

82. Low need achievers' performance: The positive impact of a self-determined goal, Murphy, Hom, , 1985

83. The Measurement of Flow in Everyday Life Toward a Theory of Emergent Motivation, Csikszentmihalyi, M., The measurement of flow in everyday life: Toward a theory of emergent motivation, , 1993

84. 청소년의 심리적 안녕감에 대한 실태와 이를 위협하는 요소, 박아청, , 2007

85. Power analysis and determination of samplesize for covariance structure modeling, McCallum, Sugawara, Power analysis and determination of sample size for covariance structure modeling, , 1996

86. Task planning and energy expended: Exploration of how goals influence performance, Prest, Earley, Wojnaroski, , 1987

87. 한국과 미국 대학생의 주과적 안녕감과 심리적 안녕감의 관계, 차경호, , 2004

88. A meta-analytic study of the effects of goal setting on task performance: 1966-1984, Steel, Karren, Mento, , 1987

89. Achievement goal in classroom: Students' learning strategies and motivation process, Ames, Archer, Achievement goal in classroom; Students' learning strategies and motivation process, , 1988

90. Additive effects of task difficulty and goal setting on subsequent task performance, Ilgen, Campbell, , 1976

91. Domains of experience: Investigating relationship processes from three perspectives, Reis, , 1994

92. The evolving concept of subjective well-being: the multifaceted nature of happiness, Lucas, Scollon, Diener, , 2003

93. Relation of goal level performance with a short work period and multiple goal levels, Locke, , 1982

94. Autonomy, relatedness and the self: Their relation to development and psychopathology, Deci, Grolnick, Ryan, "Autonomy, , 1995

95. Motivational and self-regulated learning components of classroom academic performance, Pintrich,P.R., Motivational and self-regulated learning components of classroom academic performance, , 1990

96. Studying self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Grasser (Eds.), Hadwin, Winne, "Studying self-regulated learning. In D. J. Hacker, , 1998

97. Evaluating structural equation models with unobservable variables and measurement error, Fomell C. and Larcker D.F, Evaluating structural equation models with unobservable variables and measurement error, , 1981

98. Autonomy in children's learning: An experimental and individual difference investigation, Ryan, Grolnick, , 1987

99. Effects of self and competitor goals on performance in an interdependent bargaining task, Neale, Huber, , 1987

100. The Need to Belong: Desire for InterpersonalAttachments as a Fundamental Human Motivation, Baumeister, Mark Leary, , 1995

101. Goal setting and goal orientation: an integration of two different yet related literatures, Seijts, Tasa, La tham, , 2004

102. Building a practically useful theory of goal setting and task motivation: A 35-year odyssey, Locke, La tham, , 2002

103. Personality, Culture, and SubjectiveWellbeing : Emotional and Cognitive Evaluations of Life, Lucas, Diener, "Personality, , 2003

104. 아동의 자기조절 학습전략과 관련이 있는 자기결정성 동기 유형 분석, 이혜주 ( Hye Joo Lee ), 한국아동학회, , 2008

105. Cultivating competence, self-efficacy and intrinsic interest through proximal self-motivation, 교육과학기술부, "Cultivating competence, , 1981

106. Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study, Vallerand, Blssonnette, "Intrinsic, , 1992

107. 중학생의 심리적 안녕에 관련되는 사회?동기적 변인들의 구조적 분 석, 문은식, , 2007

108. A motivational model of rural students' intention to persist in, versus drop out of, high school, Reeve, Hardre, "A motivational model of rural students' intention to persist in, , 2003

109. Participation in goal setting: Effects on self- efficacy and skills of learning-disabled children, Schunk, , 1985

110. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior, Deci, E. L., The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior, , 2000

111. Unidimensional versus domain representative parceling of questionnare items: An empirical example, Widaman, Kishton, , 1994

112. The Oxford Happiness Questionnaire: a compact scale for the measurement of psychological well-being, Argyle, Hills, , 2002

113. Two Types of ReligiousInternalization and Their Relations to Religious Orientations andMentalHealth, Ryan, K.King, S.Rigby, Two types of religious internalization and their relations to religious orientations and mental health, , 1993

114. Achievement motivation : Conceptions of ability, subjective experience, task choice, and performance, Nicholls, "Achievement motivation: Conceptions of ability, , 1984

115. 중,고등학생이 지각한 사회적 지지와 심리적 안녕 및 학교생활 적응의 관계, 문은식 ( Ehun Shik Moon ), 한국교육심리학회, 중?고등학생이 지각한 사회적 지지와 심리적 안녕 및 학교생활 적응 의 관계, , 2005

116. Developing self-fulfilling cycles of academic regulation : Ananalysis of exemplary instructional model, Zimmerman, Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model, , 1998

117. Learning the functional significance of mnemonic actions: A micro-genetic study of strategy acquisition, Paris S.G, McVey, Paris, Newman, Learning the functional significance of mnemonic actions: A microgenetic study of strategy acquisition, , 1982

118. Self-determined theory and the facilitation of intrinsic motivation, social development, and well-being, Ryan, Deci, "Self-determined theory and the facilitation of intrinsic motivation, , 2000

119. Importance of participative goal setting and anticipaited rewards on goal difficulty and job performance, Mitchell, Dossett, La tham, , 1978

120. Enhancing self-efficacy and achievement through rewards and goals: Motivational and informational effects, Schunk, Schunk,D.H., Enhancing self-efficacy and achievement through rewards and goals: motivational and informational effects, , 1984

121. Perceived determinants of high and low productivity in three occupational groups: A critical incident study, Locke, White, , 1981

122. 청소년의 학교생활 적응행동에 영향을 미치는 사회·심리적 변인들의 구조적 분석, 문은식, 김충희, 한국교육심리학회, 청소년의 학교생활 적응 행동에 영향을 미치는 사회?심리적 변인들의 구조적 분석, , 2002

123. Predictors and consequences of achievement goals in the college classroom: Maintaining interest in making the grade, Harackiewicz, Lehto, Barron, Elliot, Carter, , 1997

124. In the mind of the a ctor : Thest ructur e of adolescents' a chievement t a sk va lues and expectancyr ela ted beliefs, Eccles, Wigfield, , 1995

125. The influences of social aspects of competition in goal-setting situations. Current Psychology: Developmental?Learning, Hinsz, , 2005

126. Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem, Stiller, Lynch, Ryan, "Representations of relationships to teachers, , 1994

127. The effects of individual goal-setting conference on academic achievement and modification of locus of control orientation, Gaa, , 1979

128. Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Connell, Wellborn, "Competence, , 1991

129. Nature and autonomy: Organizational view of social and neurobiological aspects of self-regulation in behavior and development, Ryan, Deci, , 1997

130. The role of goal orientation on negative emotions and goal setting when initial performance falls short of one's performance goal, VandeWalle, Cron, , 2005

131. The Moderator-mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic and Statistical Considerations, David A.Kenny, Reuben M.Baron, "The moderator mediator variable distinction in social psychological research: Conceptual, , 1986

132. 변화신념, 목표지향성, 자기조절학습, 학업성취 및 주관적 안 녕의 인과구조 탐색: Dweck 모형의 확장, 박병기, 송정화, "변화신념, , 2008

133. Developing self-regulated learners: Goal setting, self-evaluation, and organizational signals during acquisition of procedural skills, Reiser, Kitsantas, Doster, "Developing self-regulated learners: Goal setting, , 2004

134. 목표설정이론의 특성이 목표관리 효과성에 미치는 영향에 관 한 연구-평가와 보상의 신뢰성을 조절변수로-, 이주영, 심원술, , 2006

135. What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school, Connell, Skinner, Wellborn, , 1990

136. 학습자 동기 특성 변인들이 고등학생들의 주관적 안녕감에 미치는 영향 -성취목표지향성, 자기효능감, 자기결정성, 학습동기 및 학업성취를 중심으로-, 소연희 ( Yeon Hee So ), 한국교육심리학회, "학습자 동기 특성 변인들이 고등학생들의 주관적 안녕감에 미치는 영 향-성취목표지향성, , 2007