부모 및 교사의 목표지향과 학생의 목표지향, 자기효능감 및 학업 대처전략의 구조관계 = Structural Relationships among Parents' and Teachers' Goal Orientations and Students' Goal Orientations, Self-Efficacy, and Academic Coping Strategies

다국어 초록 (Multilingual Abstract)

The purpose of the study was to examine the structural relationships among parents' and teachers′ goal orientations perceived by students and students' goal orientations, self-efficacy, and academic coping strategies.
Specific research problems were summarized as follows;
First, do parents' and teachers' goal orientations perceived by students have any significant effects on students' achievement goal orientations?
Second, do students' goal orientations mediate the relation between the parents and teachers' goal orientations and the students' self-efficacy and academic coping strategies?
Third, are the effects of parents' and teachers' goals perceived by students on students' goal orientations differentiated by the school levels?
A theoretical model was postulated by doing an exploratory research on the literature related to the relationships and influences of parents' and teachers' goal orientations, students' goal orientations, self-efficacy and academic coping strategies.
The subjects of the study were 527 students(240 sixth grade students of elementary school and 287 second grade students of middle school) of an elementary school and a middle school in the same school district. The scales for the measurement of parents' and teachers' goal orientations perceived by students and the scales for the students' goal orientations and self-efficacy were adopted from the PALS(The Patterns of Adaptive Learning Scales) developed by Midgley et al.
To statistically process the collected data, SPSS win 12.0 and LISREL 8.80 were used, and the analysis of the structural equation modeling(SEM) and multiple group analysis were done to verify the model.
The results were as follows;
First, parents' and teachers' goal orientations perceived by students have some effects on students' goal orientations. Especially, students' goal orientations were affected by their parents' goals than teachers'.
Second, the final structural model revealed mediating effects in some variables. Students' goal orientations mediated the relations between parents' and teachers' goal orientations and students' self-efficacy and academic coping strategies.
Third, the effects of parents' and teachers' goals perceived by students on students' goal orientations were differentiated by the school levels. The goal orientations of elementary school students were affected by their parents' goals than teachers'. On the contrary, middle school students' goal orientations were more affected by their teachers' goals than parents'.
According to this study, there are structural relationships among perceived parents' and teachers' goals, students' goal orientations, self-efficacy, and academic coping strategies.
Implications for further research were discussed regarding the students' goal orientations to be emphasized in home and school contexts, and its importance for students' adaptive beliefs and behaviors.

목차 (Table of Contents)

• ABSTRACT ⅵ
• Ⅰ. 서 론 1
• A. 연구의 필요성 1
• B. 연구의 목적 6
• Ⅱ. 이론적 배경 8
• A. 목표지향의 개념 8
• B. 목표지향에 영향을 미치는 사회문화적 요인 12
• 1. 부모의 영향 13
• 2. 교사의 영향 16
• C. 목표지향과 학업 관련 변인들의 관계 18
• 1. 목표지향과 자기효능감의 관계 19
• 2. 목표지향과 학업 대처전략의 관계 21
• D. 발달 수준에 따른 목표지향의 변화 26
• Ⅲ. 연구 가설 30
• Ⅳ. 연구 방법 35
• A. 연구 대상 35
• B. 측정 도구 36
• 1. 학생이 지각한 부모의 목표지향 36
• 2. 학생이 지각한 교사의 목표지향 37
• 3. 학생의 목표지향 37
• 4. 자기효능감 38
• 5. 학업 대처전략 40
• C. 자료 분석 41
• Ⅴ. 연구 결과 43
• A. 기초통계 분석 43
• 1. 기술통계 43
• 2. 상관관계 44
• B. 구조모형 분석 48
• 1. 적합도 검증 48
• 2. 모형 선택 51
• 3. 모형 수정 53
• 4. 효과 분석 57
• C. 학교급별에 따른 조절효과 분석 60
• 1. 조절효과 분석 60
• 2. 학교급별 구조모형 62
• Ⅵ. 논의 66
• Ⅶ. 결론 및 제언 72
• A. 결론 72
• B. 제언 74
• 참고문헌 76
• 부록 95