Classroom structures and goal orientations

국문 초록 (Abstract)

본 연구는 학급구조와 목표지향성간의 관계를 조사하였다. 과제, 평가와 권 위 세가지 학급구조를 조사하였고, 완성목표와 성취목표 두가지 목표지향성 을 포함하였다. 1994년 봄학기에 뉴욕주립대학에서 강의를 듣고 있는 대학 생이 본 연구에 참여하였다. 학급 첫 주에 신상, 지각된 능력, 내재적 동기 , 학급에 대한 태도 및 일반적 목표지향성에 관한 정보를 수집하였다. 학급구조에 대한 설문지는 본 연구를 위해 새로히 개발되었다. 학급 마지막 주에 신상, 학급구조, 구체적 목표지향성에 관한 정보를 질문지를 통해 수 집하였다. 분석결과, 학생의 완성목표는 시간이 지남에 따라 변화하였다. 목표지향성이 지각된 능력, 내재적 동기, 학급에 대한 태도와 같은 개인특성 변인과 학급구조에 의미있는 상관이 있었다. 위계적 순서 회귀분석과 단계적 회귀분석에서는 학급구조가 개인특성변인보다 목표지향성을 더 잘 예언하였 다. 구체적으로, 의미성과 권위가 완성목표의 변화에 가장 중요한 예언변인 이었고, 평가와 내재적 동기가 구체적 수행목표에 가장 중요한 변인이었다. 집단비교 분석 또한 회귀분석의 결과와 동일하였다. 마지막으로, 본 연구의 제한점, 추후 연구를 위한 제언과 교육적 함축성을 논하였다.

다국어 초록 (Multilingual Abstract)

During the past three decades, considerable research has studied how classroom
environments influence student learning. Recent research on achievement motivation has focused on how different goal orientations itiuence student learning and motivational outcomes. This study was designed to examine the relationship between students perceptions of classroom structures and ,ooal orientations. There,were three dimensions of classroom structures in this study: tasks, evaluation and authority. Previous studies have indicated that these structures may itttluence students goal orientations. Two types of goal orientations were used in this study: mastery and performance SoaIs. Previous studies have shown that mastery goals are related to a wide ran,ae of motivation-related The subjects were college students who took courses offered at the State University of New York at Buffalo. During the first session, 173 students filled out a set of questionnaires inciuding demographic information, perceived ability, intrinsic motivation, attitude toward class, and general goal orientation. Fourteen weeks later, 112 students completed another set of questionnaires including demogaphic information, classroom structures, specific goal orientation, and open-form questionnaire. Among
them, 85 students participated in both sessions. However, data from 4 students were excluded from the analyses because of irreglarities in the data, leaving male and
40 female students) on which the analyses were based. Classroom structure scales were developed for the present study. Results showed that students changed their mastery goal orientation over time. However, performance goal orientation was stable over .time. Correlational analyses showed that goal orientations were significantly related to individual characteristic variables: intrinsic motivation, .attitude toward class, and perceived ability. These variables were positively related to mastery goal orientation but negatively related to performance
soal orientation. addition, goal orientations were significantly related to classroom structures. Fe tasks and authority were positively related to specific mastery orientation, evaluation was negatively related to specific performance orientation. Hierarchical regression analyses showed that students perceptions of classroom sttuctures predicted their goal orientations beyond the individual characteristic variables. Group comparison analyses also confnmed the results of the regression analyses. Limitations of the study, recommendations for future research, and educational implications are discussed,