초등학생의 성취동기, 자기효능감 및 학업성취간의 관계

다국어 초록 (Multilingual Abstract)

The purpose of this study was to serve as a basis for more systematic, intentional counseling in elementary school, by analyze relationships between achievement motivation, self-efficacy and academic achievement of the elementary school students. And, so as to achieve this goal, based on relevant earlier studies and theoretical background, the researcher built up following research questions.
1. This study investigates the significant correlation between achievement motivation and self-efficacy. And it analyzes how different self-efficacy by level of achievement motivation.
2. It understands the significant correlation between achievement motivation and academic achievement. And it analyzes how different academic achievement by level of achievement motivation.
3. It analyzes the signigicant correlation between self-efficacy and academic achievement. And it analyzes how different academic achievement by level of self-efficacy.
It operates on the subjects of elementary school in Taegu, 421 male and female students in fifth and sixth grades(229 male students, 192 female students).
To test student achievement motivation, Yoo Chang-Yul(1983)'s Achievement Motivation uses in this study. For self-efficacy test, modified Sherer's self-efficacy was utilized. And academic achievements scores were collected from the school records of preparatory test 2001 academic year. The results are treated by SPSS statistical program. The obtained data were statistically analyzed by Pearson's coefficient correlation and t-test.
The brief findings of analyzing data from this study were as follows:
1) There is a significant positive correlation between achievement motivation and self-efficacy. When t-test was conducted to compare self-efficacy by the level of achievement motivation, the differences between the two were significant.
2) There is a significant correlation between achievement motivation and academic achievement. When t-test was conducted to compare academic achievement by the level of achievement motivation, there appeared significant differences achievement motivation and academic achievement. The academic achievement of high level achievement motivation group of elementary school students was higher than that of low level achievement motivation group.
3) There is a significant correlation between self-efficacy and academic achievement. When t-test was conducted to compare achievement motivation by the level of self-efficacy, there appeared signigicant differences self-efficacy and academic achievement. Their relationship was significant at the p<.01 level.
To conclude, this study showed that the reality counseling had partly affirmative effect on elementary school students’achievement motivation and self-efficacy, and it was effective to raise academic achievement.

목차 (Table of Contents)

• 목차
• I. 서론
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 7
• II. 이론적 배경
• 1. 성취동기의 이해 = 8
• 2. 자기효능감의 이해 = 11
• 3. 성취동기와 자기효능감 = 14
• 4. 성취동기와 학업성취 = 15
• 5. 자기효능감과 학업성취 = 18
• III. 연구 방법
• 1. 대상 = 20
• 2. 도구 = 20
• 3. 자료처리 = 22
• IV. 결과
• 1. 성취동기와 자기효능감의 관계 = 24
• 2. 성취동기와 학업성취의 관계 = 26
• 3. 자기효능감과 학업성취의 관계 = 29
• V. 논의 = 32
• VII. 요약 및 결론
• 1. 요약 = 37
• 2. 결론 = 38
• 3. 제언 = 39
• 참고문헌 = 41
• 영문초록 = 48
• 부록1.자기효능감 검사 = 51
• 부록2.성취동기 검사 = 53