個人性向·目標指向性·學習戰略間의 因果關係 分析 = Analysis of causal relation among dispositional variables , goal orientation , and learning strategy

다국어 초록 (Multilingual Abstract)

The general purpose of this study is to investigate motivational process influencing learning strategy. For this purpose, this study accepts hierarchial model of achievement motivation that shows the causal process among achievement goals, antecedents and consequence. The primary purpose is to verify validity of revised goal theory in which performance goal is divided into performance-approach goal and performance-avoidance goal.
In this study, it is concrete concern to clarify individual causal paths between several motivational variables and learning strategy. In hierarchial model, it is possible to analyze causal relation among achievement goal, antecedents, and consequence.
The variables in this study are as follows
1) goal orientation consists of mastery goal, performance-approach goal, performance-avoidance goal.
2) achievement need, self efficacy, entity theory were selected as antecedents of goal orientation.
3) self-handicapping strategy, resource management strategy were selected as consequent variable of goal orientation
The sample for this study consisted of total 512 female students and 417 male students in 2nd and 3rd grade of middle school students.
The subject completed achievement need scale, self-efficacy scale, implicit theory of intelligence scale(only entity theory), goal-orientation scale(mastery goal, performance-approach goal, performance-avoidance goal), self handicapping strategy scale. resource management strategy scale. Structural equation model were used for analyzing collected data.
For this study, three models were hypothesized. According to different theory or prior research, differential models were set. After comparing the several indices of goodness of fit, the most fitted model was selected. The major indices of goodness of fit of the most fitted model showed that the model fits a given data well. That is, χ^(2) is 3.854, its P-value is .571, and DF is 5, GFI is .999, RMR is .010. In that model, individual paths were examined for verification of causal path.
The verified results through this study are summarized as follows.
1) Individual goal orientations accept differential influence of antecedents. Especially, mastery goal and performance- approach goal share aspects of '+' effects of achievement need, self efficacy. But, performance-avoidance goal can be differentiated from performance-approach goal in accepting '-' effect from self-efficacy antecedent. Performance-approach goal accepts '+' effect from self-efficacy.
2) A certain paths were verified among achievement goals. First, mastery goal exerts '+' effect on performance-approach goal. performance- avoidance goal exert '+' effect on performance-approach goal.
3) Mastery goal, performance-approach goal and performance-avoidance goal differentially influence consequent variables. Mastery goal exerts '+' effect on resource management strategy. But it has null relation with self-handicapping strategy. Performance-approach goal exerts '+' effect on resource management strategy. But it has null relation with self-handicapping strategy. Performance-avoidance exerts '+' effect on self-handicapping strategy. and non-significant '-'effect on resource management strategy. In relation among achievement goal and consequent variables, performance-approach goal seems to be similar to mastery goal.
4) Self-efficacy exerts direct '-'effect on self-handicapping strategy and '+' effect on resource management strategy without mediational role of goal orientation. Entity theory exerts '+' effect on self-handicapping strategy. Direct Paths from achievement need, entity theory to resource management strategy were non-significant. Only through mediating role of goal orientation, those variable exert significant effect on resource management strategy.
Conclusively, we can say that the division of performance goal is rational because it enables to analyze elaborate self-regulatory form. And, we have found additional achievement goal(performance-approach goal) that have to be supported in classroom context. First of all, some variance of learning strategy which can be explained by motivational variable-dispositional variable(achievement need, self efficacy, entity theory), motivational strategy, goal-orientation,- was founded. It means that motivational training which is 'will' aspect of learning strategy has to be paralleled with training for mastering 'skill' aspect of learning strategy to enhance active learning strategy usage in learning strategy training.

목차 (Table of Contents)

• 목차 = i
• <표차례> = iv
• <그림차례> = v
• I. 연구의 필요성과 목적 = 1
• II. 이론적 배경 = 5
• 1. 구체적인 연구 변인 = 5
• 2. 성취욕구이론 = 7
• (1) 성취욕구(achievement need: motive)의 개념과 특징 = 7
• (2) 성취욕구와 목표지향성·수행의 관계 = 9
• 3. 자아효능감이론 = 11
• (1) 자아효능감의 개념적 정의 = 11
• (2) 자아효능감의 동기적 효과 = 12
• (3) 자아효능감과 목표지향성의 관계 = 13
• (4) 자기조절과정에서의 자아효능감의 역할 = 16
• 4. 지능에 대한 암묵적 이론---지능의 유동성에 대한 견해 (실체적 견해와 증가적 견해) = 17
• (1) 지능에 대한 암묵적 이론의 특징 = 17
• (2) 암묵적 이론과 목표지향성·학습전략의 관계 = 19
• (3) 암묵적 이론에 따른 행동패턴의 상이성 = 20
• (4) 능력과 노력의 관계에 대한 추론경향의 상이성 = 21
• (5) 암묵적이론과 목표지향성의 관계에서 자아효능감의 역할 = 23
• 5. 목표지향성이론 = 25
• (1) 목표지향성의 개념과 특징 = 25
• (2) 수행목표 이원화 주장의 등장 배경 = 28
• (3) 목표지향성의 선행요인과 결과요인 = 32
• 6. 자아핸디캡전략 = 36
• (1) 자아핸디캡전략(self handicapping strategy)의 개념과 특징 = 36
• (2) 자아핸디캡전략의 목적과 행동적 실례 = 36
• (3) 자아핸디캡전략과 자아효능감·목표지향성·학업성취의 관계 = 39
• 7. 자원관리전략 = 42
• (1) 학습전략 하위 변인으로서의 특징 = 42
• (2) 자기조절 과정에서 자원관리전략의 역할 = 44
• (3) 자원관리전략과 자아핸디캡전략의 관계 = 46
• III. 연구문제 = 54
• IV. 연구방법 = 56
• 1. 연구대상 = 56
• 2. 검사도구 = 57
• 3. 분석방법 = 62
• V. 결과해석 및 논의 = 63
• VI. 요약 및 결론 = 84
• 참고문헌 = 90
• ABSTRACT = 110
• 부록 = 114