초등영재의 자기결정성과 자기효능감 및 목표지향성의 관계 = Relationship aRelationship among Elementary School Gifted Children's Self-Determination, Self-Efficacy and Goal Orientation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate a relationship among self-determination, self-efficacy and goal orientation. The subjects were 187 fifth, sixth grade elementary school students who participated in gifted education program(mathematics, science) of Gyungpook province. This research was surveyed using Korean Academic Self-regulation Questionnaire, Academic Self-efficacy Scale, and Goal orientation Scale of 2×2 achievement goal orientation theory. Descriptive statistics, independent samples t-tests and multiple regression analysis were performed to investigate group differences and relationship among variables using SPSS/ PC+ 12.0.
The result of this study were as follows.
First, as result of group differences analysis about self-determination, self-efficacy and goal orientation of gifted children, identified regulation was higher than other variables of self-determination, confidence of self-efficacy and mastery-approach of goal orientation. In case of integrated regulation and mastery-approach, female students were higher than male students.
Second, as result of correlation analysis about self-determination, self-efficacy and goal orientation of gifted children, there was a significant positive correlation between intrinsic regulation and task difficulty preference, between self-regulatory efficacy and mastery-approach, between mastery-approach and intrinsic regulation. But there was a significant negative correlation between extrinsic regulation and self-efficacy. The more self-determination is high, the more self-efficacy is high, and they liked a challenging task. Self-determination, self-efficacy and goal orientation were not only a cause but also a effect.
Third, as result of regression analysis about self-determination and self-efficacy of gifted children' goal orientation, self-determination(particularly, introjected regulation) was the best predictor of performance-approach and performance-avoid. Mastery-approach was the best predictor of 4 factor of self-determination and self-regulatory efficacy. But self-confidence was the best predictor of mastery-avoid.
Therefore, self-determination, self-efficacy and goal orientation had a reciprocal relationship and an influence of gifted child's academic achievement. It was supposed to have an understanding and concern about motivation for developing gifted child's latent ability.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 6
• 3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 영재 = 9
• 2. 자기결정성 = 14
• 3. 자기효능감 = 19
• 4. 목표지향성 = 23
• 5. 자기결정성, 자기효능감 및 목표지향성의 연구 동향 = 28
• Ⅲ. 연구 방법 = 31
• 1. 연구 대상 = 31
• 2. 연구 도구 = 32
• 3. 자료 처리 = 35
• Ⅳ. 연구 결과 = 36
• 1. 자기결정성, 자기효능감 및 목표지향성의 반응양상과 집단별 차이 = 36
• 2. 자기결정성, 자기효능감 및 목표지향성의 상관관계 = 38
• 3. 자기결정성 및 자기효능감이 목표지향성에 미치는 영향 = 41
• Ⅴ. 논 의 = 46
• 1. 자기결정성, 자기효능감, 및 목표지향성의 반응양상과 집단별 차이 = 46
• 2. 자기결정성, 자기효능감 및 목표지향성의 상관관계 = 48
• 3. 자기결정성 및 자기효능감이 목표지향성에 미치는 영향 = 50
• Ⅵ. 요약 및 결론 = 52
• 1. 요약 = 52
• 2. 결론 = 53
• 참고문헌 = 55
• Abstract = 66
• 부록 = 68