成就動機 敎育訓練이 學業에 대한 自我槪念. 態度. 學習習慣 및 學業成就에 미치는 영향

다국어 초록 (Multilingual Abstract)

It is already found that motivation is a dynamics to determine individual's behavior and achievement motivation has strong relation to school learning and positive relation appears between the level of achievement motivation and academic achievement. Besides, it is proved that individual's level of achievement motivation could be greatly improve through deliberate and intentional training and the desirable change of behavior would happen to individuals according to the improvement. Therefore it is worthwhile to study if the achievement motivation development training leads learners to change the inner-system toward a desirable direction and this change also leads to the enhancement of academic achievement.
The purpose of this study is to know how the achievement motivation development training has influences on the self-concept, attitude toward learning and studyhabit and in addition on the academic achievement which has reciprocal relation to the above variables. Doing so, I intend to put emphasis on the necessity of developing desirable effective traits and provide data which are valuable in the practical uses.
The study problems are as follows.
1. Can the achievement motivation development training positively change the self-concept toward learning?
2. Can the achievement motivation development training positively change the attitude toward learning?
3. Can the achievement motivation development training positively change studyhabit?
4. Can the achievement motivation development training enhance the academic achievement?
5. If the achievement motivation development training has positive effects on the self-concept, attitude toward learning and studyhabit and in addition academic achievement, can these changes be lasted?
The subjects of this study were 40 students- 22 boys and 18 girls - in the fifth grade of elementary school. They are randomly assigned to the experimental group and the control group. The tool of experimental treatment is the 8-unit of the achievement motivation development program which include a revised part of 「Experimental process for achievement motivation development」 written by Park, Young-Hun and the 2-unit directly made by researcher of this study. As for the test tools for this study, 「Self-concept and Attitude toward Learning and Studyhabit Scales」 written by Park, Rung sook & Lee, Hae Shun and achievement test set by the fifth grade homeroom teachers. The experimental design is the nonequivalent control group pretest-posttest follow up test design. From June 1st in 1987 to June 22th, the achievement motivation development program was practiced at the level of three times a week, two hours a time, the sum of 20 hours. The data analysis attempted t-test of means difference between pretest and posttest and between posttest and follow up test. The significance of test are 5%, 1%, 0.1%.
Major findings from this study are as follows.
1. There were significant differences between pretest and posttest for self-concept, attitude toward learning and Studyhabit of the group which is treated by the achievement motivation development training.
2. There were no significant differences between pretest and posttest for academic achievement of the group which is treated by the achievement motivation development training.
3. There were significant differences between posttest and follow up test for self-concept, attitude toward learning and studyhabit of the group which is treated by the achievement motivation development training.
4. There were no significant difference between posttest and follow up test for academic achievement of the group which is treated by the achievement motivation development training. But there were significant difference between pretest and follow up test for it.
In the view of above results, it is likely to suggest that the short term achievement motivation development training get various affective traits is meaned to have close reciprocal relation to the academic achievement to change toward a positive direction and then leads to gradual enhancement in academic achievement. Therefore the achievement motivation development training not only leads to desirable change in the learning field but also help students to behavior actively and positively with strong confidence.

목차 (Table of Contents)

• 목차
• I. 問題의 提起 = 1
• II. 理論的 背景 = 6
• A. 成就動機 = 6
• 1. 成就動機의 槪念 = 6
• 2. 成就動機의 重要性 = 7
• 3. 成就動機의 發達 및 育成 = 9
• B. 學業에 대한 自我槪念·態度·學習習慣의 槪念 = 11
• 1. 學業에 대한 自我槪念 = 11
• 2. 學業에 대한 態度 및 學習習慣 = 14
• C. 先行硏究 = 17
• 1. 成就動機와 情意的 特性 = 17
• 2. 成就動機와 學業成就 = 18
• 3. 情意的 特性과 學業成就 = 20
• 4. 成就動機 育成의 例 = 22
• D. 假說 = 25
• III. 硏究方法 = 28
• A. 實驗對象 = 28
• B. 道具 = 29
• C. 實驗設計 및 節次 = 40
• D. 資料處理 = 41
• IV. 結果 및 論議 = 42
• A. 結果 = 42
• B. 論議 = 51
• V. 要約 및 結論 = 56
• A. 要約 = 56
• B. 結論 = 59
• 參考文獻 = 61
• 英文抄錄 = 67