성취목표에 대한 재개념화 모형 검증 = Verification of reconceptualization model for achievement goal

국문 초록 (Abstract)

학생들의 동기를 이해하기 위해 성취목표 이론이 많이 사용되어 왔으나, 기존의 성취목표 이론은 학업적 성취목표만을 중점적으로 다루어 왔었다. 그러나 학생들이 학교에서 추구하는 목표는 학업적 성취목표뿐만 아니라 사회적 성취목표도 추구하기 때문에 학생들의 동기를 보다 역동적으로 이해하기 위해서는 기존의 학업적 영역에서의 목표 연구를 확장시켜 사회적 영역에서의 목표를 연구할 필요가 있다.
본 연구의 목적은 사회적 성취목표의 중요성이 제기됨에 따라 성취목표의 이론적 분화에 맞추어 사회적 성취목표를 포함한 성취목표의 재개념화와 구조모형의 타당성을 검증하고자 한다. 연구목적을 수행하기 위한 연구내용은 학업적 영역과 사회적 영역을 포함하는 성취목표의 구조모형 검증을 위해, 본 연구에서는 사회적 성취목표를 측정하는 척도를 개발하였다. 사회적 성취목표 척도의 타당성을 확인한 후, 사회적 성취목표를 포함한 성취목표의 구조모형을 검증하고, 다중목표적 관점으로 재개념화된 성취목표를 이해하고자 하였다.
첫 번째 연구결과는 사회적 성취목표 척도를 개발하기 위해 문항을 수집하고 내용타당도를 거쳐 예비조사를 위한 23개의 예비검사 문항이 완성되었다. 중학생을 대상으로 1차에서 200명, 2차에서 302명에게 예비조사를 실시하여 문항 분석, 탐색적 요인분석, 신뢰도 분석을 통하여 사회적 성취목표의 3요인(사회적 숙달, 사회적 수행접근, 사회적 수행회피), 19문항이 추출되었다.
서울과 경기에서 중학교 남학생 695명, 여학생 420명, 총 1,115명을 대상으로 본조사를 실시하였다. 확인적 요인분석을 통해 사회적 성취목표의 내적타당성을 검증하였고, 사회적 성취목표의 준거관련 변인인 긍정적 대인관계, 사회적 자기효능감, 부정적 평가의 두려움 검사와의 상관관계를 분석하여 외적타당성을 확보하였다. 또한, 사회적 성취목표 척도가 성별, 지역에 상관없이 활용될 수 있는지를 구인동등성 검증을 통해 살펴본 결과, 모든 중학생들에게 공용척도로 사용될 수 있는 검사도구임을 확인하였다.
두 번째 연구는 사회적 성취목표를 포함한 성취목표의 재개념화를 위한 경험적 타당성을 확보하기 위해 기존의 성취목표 이론에 사회적 성취목표를 추가하여 성취목표의 구조모형을 탐색하였다. 그 결과, 성취목표의 내적구조는 학업적 영역과 사회적 영역으로 구분되고, 각각의 영역에 숙달목표, 수행접근, 수행회피의 위계적 6요인 모형이 가장 타당한 모형으로 검증되었다. 모형의 외적타당도를 확인하기 위해 위계적 중다회귀분석을 실시하여 학업성취를 설명하는 변량이 학업적 성취목표 외에 사회적 성취목표의 설명량을 확인하였다.
또한, 학업적 성취목표만으로 설명되어 온 성취목표의 다중목표적 관점을 사회적 성취목표를 포함하여 설명하였다. 학업적 숙달과 수행접근 목표뿐만 아니라 사회적 숙달과 수행접근 목표를 가지고 있는 다중목표 집단의 프로파일이 확인되었고, 학업적 숙달과 수행접근 목표와 사회적 숙달목표를 가지고 있는 학생집단이 다른 다중목표를 가진 학생들보다 좀 더 우수한 학업성적을 보였다.
본 연구의 의의는 첫째, 학업적 성취목표만을 강조하던 기존의 연구에서 벗어나 성취목표 이론이 사회적 성취목표로 분화될 수 있음을 경험적으로 입증하였으며, 다중목표의 관점으로 학업적 및 사회적 성취목표와 학업성취간의 관련성을 검증함으로써 성취목표 이론의 확장을 시도하였다. 둘째, 한국형 사회적 성취목표 척도를 개발을 위한 도구 타당화의 방법으로 구인동등성 검증을 실시하여, 사회적 성취목표 검사가 모든 집단에 동일하게 사용할 수 있는 척도라는 것을 경험적으로 확인하였다. 셋째, 학교현장에서 학생들의 동기수준의 진단 및 이해를 위해서는 학업적 성취목표뿐만 아니라 사회적 성취목표를 포함한 다양한 목표가 추구될 수 있다는 연구의 기틀을 마련하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to re-conceptualize the achievement goal theory including social achievement goal and verify its structural model. To accomplish this purpose, two following specific questions are selected. 1. To develop and validate the scale of social achievement goal. 2. To verify structural model of the achievement goal theory according to re-conceptualization.
The results of this study are summarized as follow:
1. Literature review was conducted to develop the social achievement goal scale. Using content validity, 23 items for the preliminary survey were constructed. Through examination of the item descriptive statistic and exploratory factor analysis and reliability analysis, this research was selected the 19-items which consists of three factors(social mastery, social performance
-approach, social performance-avoidance) of social achievement goal. A confirmatory factor analysis result revealed that the three factor structure was the most appropriate to represent the social achievement goal structure of Korean middle school students. Also, the results of multi-group analysis indicated that factorial invariance across gender and area in measurement model was established.
2. To verify structural model of the achievement goal theory according to re-conceptualization, the goodness of fit of the research model and competing models were compared. The result indicated that the hypothesized model was more appropriate than the competing models. In conclusion, this study indicated that achievement goal theory was district factors across the academic and social domains and measuring them separately was important. Also, this study revealed that it was more benefit to have not only academic mastery, performance-approach but also social mastery goal applying to the multiple goal perspective.
The findings of this study have some implication. First, the extension of achievement goal theory was suggested through the explanation of the social achievement goal. Second, the development of Korean social achievement goal scale is significant by using the construct invariance method. Third, it was suggested that various goals could be pursued in a school education.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 연구문제 = 6
• Ⅱ. 이론적 배경 = 8
• 1. 성취목표 이론 = 8
• 가. 학업적 성취목표 이론 = 9
• 나. 사회적 성취목표 이론 = 13
• 다. 다중목표 이론 = 21
• 2. 성취목표 이론의 재개념화 = 23
• 가. 성취목표의 재개념화 구조 = 23
• 나. 모형형성 = 24
• Ⅲ. 연구방법 = 29
• 1. 사회적 성취목표 척도 개발 및 타당화 절차 = 29
• 가. 예비조사 = 29
• 나. 본 조사 = 36
• 2. 재개념화에 따른 성취목표 구조분석 절차 = 40
• 가. 성취목표 내적 구조모형 탐색 = 40
• 나. 성취목표와 학업성취의 관계 = 41
• Ⅳ. 연구결과 = 44
• 1. 사회적 성취목표 척도 개발 및 타당화 = 44
• 가. 사회적 성취목표 척도 개발 = 44
• 나. 사회적 성취목표 척도의 구인동등성 검증 = 60
• 다. 사회적 성취목표 척도의 공인타당도 = 70
• 2. 재개념화에 따른 성취목표의 구조분석 = 74
• 가. 성취목표의 구조모형 검증 = 74
• 나. 재개념화된 성취목표와 학업성취의 관계 = 80
• Ⅴ. 논의 및 결론 = 88
• 1. 논의 = 88
• 2. 결론 = 97
• 참고문헌 = 101

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