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Achievement goals, motivational self-talk, and academic engagement among Chinese students
Cen Wang,Sungok Serena Shim,Christopher A. Wolters 서울대학교 교육연구소 2017 Asia Pacific Education Review Vol.18 No.3
The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery self-talk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive behaviors) among 1096 10th grade students (43% male) in a selective Chinese high school. Structural equation models showed that total and desirable effects of mastery goals were partially mediated by motivational self-talk strategies. Performance approach goals were maladaptive and only weak partial mediation was found through motivational self-talk strategies. A similar pattern was observed with performance avoidance goals. Mastery self-talk and efficacy enhancement self-talk were related to positive patterns of engagement while extrinsic self-talk was related to maladaptive patterns of engagement. Theoretical, cultural, and practical implications are discussed.
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과학기술자의 사회적 책임에 대한 이공계 대학생의 인식 탐색
고연주(Ko, Yeonjoo),심성옥(Shim, Sungok Serena),황요한(Hwang, Yohan),최유현(Choi, Yuhyun),옥승용(Ok, Seung-Yong),남창훈(Nam, Chang-Hoon),이현주(Lee, Hyunju) 한국공학교육학회 2022 공학교육연구 Vol.25 No.2
This study aimed to investigate the views of STEM college students on the social responsibility of scientists and engineers. A total of 660 students in STEM majors at several Korean universities participated in the study. We assessed social responsibility among college students in STEM majors using the VSRoSE scale, which taps into eight different domains of social responsibility: Concern for human welfare and safety (HUMAN), Concern for environmental sustainability (ENVIR), Consideration of societal risks and consequences (CONSEQ), Consideration of societal risks and consequences (CONSEQ), Consideration of societal needs and demands (NEEDS), Pursuit of the common good (COMGOOD), Civic engagement and services (CIVIC), Communication with the public (COMMU), and Participation in policy decision-making (POLICY). Group differences in social responsibility by gender, majors, and years in school were examined. Mean scores in HUMAN, ENVIR, and CONSEQ were relatively higher than those in NEEDS, COMGOOD, CIVIC, COMMU, and POLICY. Cluster analysis identified five different groups with similar patterns of social responsibility scores. In addition to two groups with overall high and low scores across all eight factors of VSRoSE, three additional groups with different combinations of high and low scores in different factors were identified. The results indicated that students with low social responsibility are not homogeneous and these heterogeneous sub-groups of students will need tailored interventions highlighting different factors of social responsibility that they lack. Pedagogical implications of social responsibility for education were discussed.
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대학생들의 미래 삶의 목표가 학업 참여와 소진에 미치는 영향
조윤정(YoonJung Cho),심성옥(Sungok Serena Shim),황소리(Sori Hwang),Helsper,Addison 숭실대학교 영재교육연구소 2023 Global Creative Leader Vol.13 No.4
본 연구에서는 308명의 중국 의과대학 학생들을 대상으로 미래 삶의 목표와 학업 참여 및 소진 경험 간의 관계에서 자기결정적 동기의 매개효과를 살펴보았다. 경로모형 분석결과, 미래 삶의 목표(재정적 성공, 사회적 지위, 공동체적 목표)는 다양한 수준의 자기 결정적 동기와 관련이 있으며, 결과적으로 학업 참여와 소진에 영향을 미치는 것으로 나타났다. 재정적 목표는 통제된 동기를 매개로 학업적 소진을 유의미하게 증가시켰다. 사회적 지위 목표는 자율적 동기를 높여 학업 참여에 긍정적인 영향을 미치지만, 통제된 동기를 매개로 소진을 증가시키는 것으로 나타났다. 반면, 공동체적 목표는 자율적 동기를 높여 학업 참여도를 높이는 동시에 감소된 무동기를 매개로 소진 경험을 줄이는 것으로 나타났다. 이러한 연구결과는 학생들의 현재 학업 동기와 참여도를 이해하는 데 있어 학생들의 미래 인생 목표가 중요한 역할을 한다는 점을 강조한다. The current study investigated the mediating role of self-determined motivation in the relationship between future life goals and academic engagement and burnout of 308 Chinese Medical University students. The path analysis results revealed that distinct future life goals (financial success, social status, and communal goals) corresponded to distinct levels of self-determined motivation. These motivational levels subsequently impacted both academic engagement and burnout. Financial goals predicted heightened burnout through a pathway of controlled motivation. Social status goals, while positively influencing academic engagement via increased autonomous motivation, also contributed to elevated burnout through controlled motivation. On the contrary, communal goals amplified academic engagement through augmented autonomous motivation while simultaneously reducing burnout by diminishing amotivation. These findings emphasize the significant role of students’ future life goals in understanding their current academic motivation and engagement.
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