아동의 인지양식과 귀인성향이 학업성취에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purposes of the present study are (1) to find out the relationship between cognitive style and academic achievement. (2) to find out the relationship between locus of control and academic achievement. (3) to find out the relationship between cognitive style and locus of control (4) to find out the relationship among cognitive style, locus of control and academic achievement.
The research hypotheses were stated as follows :
[Hypothesis 1] In academic achievement, there will be difference according to cognitive style,
1-a> There will be a difference in academic achievement of each subject and of all subjets according to field-independent, field-dependent style.
[Hypothesis 2] In academic achievement, there will be a difference according to locus of control.
2-a> There will be a difference in academic achievement according to Internality, Powerful others.
2-b> There will be a difference in accademic achievement according to Internality-Chance.
2-c> There will be difference in academic achievement according to Powerful others-Chance.
[Hypothesis 3] In locus of Control, there will be a difference according to cognitive style.
3-a> The field-independent cognitive style group will be higher Internality than the field-dependent cognitive style group.
3-b> The field-dependent cognitive style group will be higher exernality than the field-independent cognitive style group.
[Hypothesis 4] In academic achievement, there will be a difference according to cognitive style and to locus of control.
4-a> The field independent-internality group will show highest academic achievement.
In order to test the hypotheses, the subjects participated in the present study were 266 sixth grade students at a primary school in Seoul.
The instruments used for this study were Group Embedded Figure Test(G.E.F.T) and the Locus of Control Scale by Levenson consists of three subscales which are Internality, Powerful others and Chance.
Statistics method applied for this study are T-test, one-way ANOVA, two-way ANOVA, χ²and Tukey's HSD.
Major findings were summarized as follows:
Hypothesis 1 was confirmed.
1-a> In academic achievement, field-independent group shows higher score than field-dependent group.
Hypothesis 2 was partly confirmed
2-a> In academic achievement, internality shows higher score than powerful others.
2-b> In academic achievement, internality shows higher score than chance.
2-c> In academic achievement, there is no difference between powerful others and chance. Hypothesis 3 was confirmed.
3-a> The field-independent group shows higher degree of internality than the field-dependent group.
3-b> The field-dependent group shows higher degree of externality(powerful others & chance) than the field-independent group.
Hypothesis 4 was confirmed.
4-a> The field independent-internality group shows the highest score of academic achievement than other groups.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 문제제기 = 1
• 2. 연구의 목적 = 4
• II. 이론적 배경 = 5
• 1. 인지양식 = 5
• 2. 귀인성향 = 18
• 3. 인지양식과 귀인성향 = 31
• 4. 연구의 개념 모형 = 33
• 5. 연구가설 = 34
• III. 연구방법 = 37
• 1. 연구대상 = 37
• 2. 측정도구 = 38
• 3. 통계방법 = 41
• IV. 결과 및 해석 = 42
• 1. 일반적 결과 = 42
• 2. 가설검증 = 44
• V. 연구의 통합 = 53
• VI. 요약 및 결론 = 57
• 1. 연구의 요약 = 57
• 2. 결론 = 60
• 참고 문헌 = 63
• 영문 초록 = 67
• 부록 = 71