자기효능감, 목표지향성, 귀인성향이 학습태도에 미치는 영향

다국어 초록 (Multilingual Abstract)

ABSTRACT


Impact of Self-Efficacy, Goal Orientation and Attribution of Causality on Learning Attitude

Seo Hyun-Jin
Major in Educational Psychology
Graduate School of Education
Kwandong University
Directed by Prof. Kwoun Hyung-ja

The purpose of this study was to examine the relationship of self- efficacy, goal orientation and attribution of causality, which were major motivation factors, to learning attitude in an attempt to give some suggestions on ways of expediting the ideal cognitive and affective development of elementary school students.
The subjects in this study were 963 fourth- and fifth-grade students in elementary schools located in Gangwon Province, Gyeonggi Province and Seoul, on whom a survey was conducted. The instruments used in this study were a self-efficacy inventory(Han Hye-jin, 2002), a goal orientation inventory(Sin Hye-young, 2009), an attribution of causality inventory(Park Hyeon-joo, 2005) and a learning attitude inventory(Kweon Nak-won, 1985). The collected data were analyzed with a SPSS/WIN 15.0 program.
Before the hypotheses of the study were verified, statistical data on mean and standard deviation for each variable were obtained to acquire basic information necessary for the study, and 차이분석(t-test, F-test) and simple correlation analysis were carried out. A stepwise multiple regression analysis was implemented to grasp the influence of the independent variables on the dependent variables. The multicollinearity of every independent variable was checked, and Zresid and Dunbin-Watson test were utilized to determine the possibility of a regression analysis. All the statistical data linked to the hypotheses of the study were analyzed by t-test and F-test at the p<.05 level of significance.
The major findings of the study on the hypotheses were as follows:
First, as for Hypothesis 1, there were significant gaps in self-efficacy, goal orientation, attribution of causality and learning attitude according to gender, grade, residential area, academic achievement, the length of computer-using time and the type of family.
In regard to Hypothesis 1-1, they were compared by gender in terms of self-efficacy, goal orientation, attribution of causality and learning attitude, and the girls were found to excell the boys in self-regulating efficacy, mastery goal orientation and internal-controllable attribution, and the former took a more positive attitude to school.
In relation to Hypothesis 1-2, they were compared by gender in terms of self-efficacy, goal orientation, attribution of causality and learning attitude, and performance-avoidance goal orientation was found to be more stronger among the fifth graders than the fourth ones, and the fourth graders were ahead of the fifth ones in terms of every learning attitude involving attitude to school work, attitude to peers and attitude to teachers.
Concerning Hypothesis 1-3, they were compared by residential area in terms of self-efficacy, goal orientation, attribution of causality and learning attitude. The students from large urban communities were found to surpass the others from small urban and rural regions in self- efficacy, and the former took a more positive learning attitude. The mastery goal orientation, performance-approach goal orientation, internal-controllable factors and internal-uncontrollable factors were more prevailing in the former than the latter.
As to Hypothesis 1-4, they were compared by self-perceived academic achievement in terms of self-efficacy, goal orientation, attribution of causality and learning attitude. As a result, those who found themselves to make a better academic achievement showed a better self-efficacy, better mastery goal orientation and better performance-approach goal orientation, and performance-avoidance goal orientation was more dominant among the others who considered themselves to make a lower academic achievement. The former scored higher on internal-controllable attribution, whereas the latter scored higher on external-uncontrollable attribution. The students who viewed themselves as performing better took a better attitude to school work and peers.
Regarding Hypothesis 1-5, they were compared by the length of computer-using time for academic purposes in terms of self-efficacy, goal orientation, attribution of causality and learning attitude, and the students who made use of computer for even just a little while showed a better self-efficacy, stronger mastery goal orientation and stronger internal-controllable attribution than the others who never did it, and the former took a better learning attitude.
As for Hypothesis 1-6, they were compared by the length of computer-using time for nonacademic purposes in terms of self-efficacy, goal orientation, attribution of causality and learning attitude, and the students who never used computer for nonacademic purposes had a better self-efficacy and stronger mastery goal orientation than the others who did, and the former showed a less performance-avoidance goal orientation and took a better learning attitude.
In regard to Hypothesis 1-7, they were compared by the type of family in terms of self-efficacy, goal orientation, attribution of causality and learning attitude, and the students from intact families had a better self-efficacy and took a better learning attitude.
Second, as for Hypothesis 2, there was a significant correlation among self-efficacy, goal orientation and learning attitude.
Concerning the correlation of self-efficacy, self-efficacy subfactors (confidence, self-regulating efficacy, task difficulty preference), goal orientation subfactors(mastery goal orientation, performance-approach goal orientation and performance-avoidance goal orientation), attribution of causality subfactors (internal-controllable, internal-uncontrollable, external- controllable, external-uncontrollable), learning attitude and learning attitude subfactors(attitude to school work, attitude to peers, and attitude to t

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 내용 5
• 3. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 자기효능감 7
• 2. 목표지향성 13
• 3. 귀인성향 18
• 4. 학습태도 22
• 5. 선행연구의 고찰 27
• 6. 연구가설의 설정 근거 37
• Ⅲ. 연구 방법 44
• 1. 연구 대상 44
• 2. 연구 도구 46
• 3. 자료 처리 50
• Ⅳ. 가설검증 및 해석 51
• 1. 자기효능감, 목표지향성, 귀인성향, 학습태도의 배경변인별 차이 분석 51
• 2. 자기효능감, 목표지향성, 귀인성향, 학습태도의 상호상관 분석 70
• 3. 자기효능감, 목표지향성, 귀인성향이 학습태도에 미치는 영향력 분석 74
• Ⅴ. 논의 83
• Ⅵ. 요약 및 결론 98
• 1. 요약 98
• 2. 결론 110
• 3. 제언 115
• 참 고 문 헌 116
• ABSTRACT 127
• 표 목 차
• <표Ⅱ-1> 자기효능감이 인지와 행동에 미치는 영향 11
• <표Ⅱ-2> 숙달목표와 수행목표의 비교 16
• <표Ⅱ-3> 귀인과 귀인차원의 관계 21
• <표Ⅲ-1> 성별에 따른 학년별 사례수 44
• <표Ⅲ-2> 배경변인에 따른 사례수 45
• <표Ⅲ-3> 자기효능감의 문항 구성과 신뢰도 46
• <표Ⅲ-4> 목표지향성의 문항 구성과 신뢰도 47
• <표Ⅲ-5> 귀인성향의 문항 구성과 신뢰도 48
• <표Ⅲ-6> 학습태도의 문항 구성과 신뢰도 49
• <표Ⅳ-1> 성별에 따른 자기효능감, 목표지향성, 귀인성향, 학습태도의 차이
• 52
• <표Ⅳ-2> 학년에 따른 자기효능감, 목표지향성, 귀인성향, 학습태도의 차이
• 54
• <표Ⅳ-3> 지역에 따른 자기효능감, 목표지향성, 귀인성향, 학습태도의 차이 56
• <표Ⅳ-4> 학력수준에 따른 자기효능감, 목표지향성, 귀인성향, 학습태도의 차이 58
• <표Ⅳ-5> 학습과 관계된 컴퓨터 사용에 따른 자기효능감, 목표지향성, 귀인성향, 학습태도의 차이 62
• <표Ⅳ-6> 학습과 관계없는 컴퓨터 사용에 따른 자기효능감, 목표지향성, 귀인성향, 학습태도의 차이 65
• <표Ⅳ-7> 가족형태에 따른 자기효능감, 목표지향성, 귀인성향, 학습태도의 차이 68
• <표Ⅳ-8> 자기효능감, 목표지향성, 귀인성향, 학습태도 및 하위요인의 상관분석 결과 73
• <표Ⅳ-9> 오차항의 정상분포 여부와 오차항간의 상관관계 분석 74
• <표Ⅳ-10> 자기효능감, 목표지향성, 귀인성향과 학습태도간의 중다회귀분석 76
• <표Ⅳ-11> 오차항의 정상분포 여부와 오차항간의 상관관계 분석
• (학교공부태도) 76
• <표Ⅳ-12> 자기효능감, 목표지향성, 귀인성향과 학교공부태도간의
• 중다회귀분석 77
• <표Ⅳ-13> 오차항의 정상분포 여부와 오차항간의 상관관계 분석(교우태도) 78
• <표Ⅳ-14> 자기효능감, 목표지향성, 귀인성향과 교우태도간의 중다회귀분석 79
• <표Ⅳ-15> 오차항의 정상분포 여부와 오차항간의 상관관계 분석(교사태도) 80
• <표Ⅳ-16> 자기효능감, 목표지향성, 귀인성향과 교사태도간의 중다회귀분석 81