대학생의 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략간의 구조적 관계

국문 초록 (Abstract)

자기주도적이고 창의적인 인간을 요구하는 현대 사회에서 목표를 세우고 달성하기까지 스스로 학습하는 학습에서의 자기조절에 대한 관심이 고조되고 있다. 이에 따라 동기가 자기조절전략에 미치는 영향에 관한 많은 연구들이 수행되어 왔지만, 대부분의 연구는 단기적인 동기 주제와 자기조절전략과의 관계에 초점을 두고 있고 잠재적으로 중요한 영향을 미치는 미래지향목표와의 관계에 대한 연구는 거의 없었다. 따라서 본 연구에서는 미래지향목표와 자기조절전략 간의 관계를 가정하고 이를 매개하는 변인으로 근접하위목표와 과제도구성지각을 설정하여 구조적 관계를 검증하고자 한다.
이러한 연구의 목적을 달성하기 위해 대학생용 미래지향목표 척도를 번안하여 타당화하였으며, 이론적·경험적 틀을 기초로 하여 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략 간의 구조적 관계모형을 설정하고 변인간의 관계를 검증하였다. 그리고 최종 모형이 학년별, 성별 모두 동일하게 적용될 수 있는지를 알아보았다. 본 연구의 구체적인 연구문제는 다음과 같다.
연구문제 1. 대학생용 미래지향목표 척도는 타당하고 신뢰로운가?
연구문제 2. 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략 간의 구조적 관계는 어떠한가?
연구문제 3. 학년 및 성별에 따라 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략 간의 구조적 관계는 동일한가?
연구문제와 관련된 주요 연구결과를 요약하면 다음과 같다.
연구문제 1을 해결하기 위해 대학생용 미래지향목표 척도의 타당도와 신뢰도를 확인하였다. 예비검사를 통한 최종문항에 대해 탐색적 요인분석과 확인적 요인분석을 실시한 결과 5문항씩 6개의 하위요인을 확인할 수 있었고 고차 확인적 요인분석 모형 검증을 실시한 결과 미래지향목표는 3개의 하위요인(개인성장지향, 관계지향, 지역사회지향)은 내재적 미래지향목표로, 나머지 3개의 하위요인(부지향, 명성지향, 이미지지향)은 외재적 미래지향목표로 구분되는 2차 위계모형임을 확인하였다. 미래지향목표 척도는 적절한 수준의 준거타당도를 지니고 있었으며 문항들이 신뢰로운 것으로 확인되었다.
연구문제 2를 해결하기 위해서는 2단계 분석방법을 적용하여 먼저 측정모형의 적합도와 타당도를 확인한 후, 구조적 관계모형의 경로를 분석하였다. 연구결과를 살펴보면, 첫째, 미래지향목표는 근접하위목표에 영향을 주고 근접하위목표는 과제도구성지각에 영향을 주며 과제도구성지각은 자기조절전략에 순차적으로 직접적인 영향을 주는 것으로 나타났다. 둘째, 미래지향목표와 근접하위목표는 과제도구성지각을 매개로 하여 자기조절전략에 간접적인 영향을 주는 것으로 나타났다. 셋째, 내재적 미래지향목표가 외재적 미래지향목표보다 근접하위목표, 과제도구성지각, 자기조절전략에 직·간접적으로 더 큰 영향을 미치는 것으로 나타났다.
연구문제 3을 해결하기 위해서는 최종 구조적 관계모형이 학년별(1, 2학년 vs. 3, 4학년) 그리고 성별(남 vs. 여)에 따라 동일한지를 알아보기 위해 두 집단 간 비율을 고려하여 각 집단별 200명씩을 무선표집하여 다중집단분석을 실시하였다. 그 결과, 본 연구의 최종 구조적 관계모형은 학년 및 성별 집단 모두 동일하게 적용할 수 있는 것으로 나타났다.
이상의 연구결과는 다음의 세 가지 측면에서 의의가 있다.
첫째, 지금까지의 자기조절전략에 대한 연구는 주로 근접동기와 관련된 것으로 잠재적으로 중요한 미래지향목표를 배제해왔다. 그러나 본 연구는 학업상황에서 미래지향목표, 근접하위목표, 과제도구성지각 그리고 자기조절전략의 인과적 관계에 대한 구체적인 가설을 검증하였고 이를 일반화할 수 있는지를 검토하였다. 이러한 결과는 미래지향목표와 현재의 학습에서의 자기조절전략 간의 관계를 설정함으로써 미래지향목표가 자기조절전략의 사용에 영향을 주는 과정에 대한 이론적 기초를 제공해주고, 미래지향목표와 근접동기에 대한 연구가 통합되어야 한다는 주장(Husman & Lens, 1999; Kauffman & Husman, 2004)을 지지해주어 목표 관련 연구의 확장에 기여한다는 점에서 이론적 측면에서의 의의가 있다.
둘째, 미래지향목표와 근접동기의 관계에 대한 이론적 지지는 탄탄하지만 이와 관련된 실증적 연구는 부족한 편이다. 본 연구는 변인들 간의 인과적 관계를 검증하는 방법으로 구조방정식 모형의 적합성을 확인함으로써 구조적 관계모형 속에서 그 중요성을 경험적으로 검증하였다. 뿐만 아니라 변인들 간의 직·간접 효과를 밝힘으로써 변인들 간의 관계를 명확하게 해석할 수 있도록 하였다는 점에서 방법론적인 측면에서의 의의가 있다.
셋째, 실제적 측면에서 볼 때, 학생들에게 미래지향목표와 근접하위목표를 명확히 하도록 하고, 그들의 학업을 자신의 목표를 성취하는데 도구적이라고 지각하도록 돕는 것이 자기조절전략 사용에 긍정적 영향을 줄 수 있음을 밝힘으로써 수업과 상담에서 뿐 아니라 학습개선 프로그램 개발에 새로운 시각을 제공하였다는데 의의가 있다.

The purpose of this study is to test the structural relationship among university students' future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies. To accomplish this end, the future-oriented goals scale was translated and validated. And the model that future-oriented goals affect self-regulation strategies through proximal subgoals and perceived task instrumentality was tested by structural equation modeling analysis. Also it was confirmed that final model could be identically applied regardless school grade and gender. The specific questions are as follows.
1) Is the future-oriented goals scale confident and valid?
2) How is the structural relationship among university students' future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies?
3) Is the same the structural relationship among university students' future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies by school grade and gender?
The results of this study are as follows.
In order to solve the first question, the future-oriented goals scale was translated and validated. From the results of the confirmatory factor analysis and the high confirmatory factor analysis, it was determined that the future-oriented goals scale consists of 6 factors each 5 items. which consisted of intrinsic goals(personal growth, relationships, and community) and extrinsic goals(wealth, fame, image). It was a good criteria for validity and reliability.
In order to solve the second question, it was applied in a two-step approach. the goodness-of-fit and validity of measurement model was investigated and then the structural relations model was analysed. The results of the study are as follows. First, students' future-oriented goals affect their proximal subgoals, their proximal subgoals affect their perceptions of task instrumentality, and their perceptions of task instrumentality, in turn, affects self-regulation strategies directly. Second, future-oriented goals and proximal subgoals affect self-regulation strategies through perceived task instrumentality indirectly. Third, intrinsic future-oriented goals affect proximal subgoals, perceived task instrumentality, self-regulation strategies more than extrinsic future-oriented goals.
In order to solve the third question, a multi-group analysis was performed random sampling 200 students per group. The final structural relations model results were the same between verified modeling groups.
The above results have three educational meanings as follows.
First, many contemporary works have focused on short-term motivational and self-reguatory issues and have excluded potentially important future goals. In this study, the specific hypothesis about causal relations in the future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies in an academic environment were tested. This result provided a theoretical basis about how the future-oriented goals affect self-regulation strategies.
Second, the theoretical support on the relation between the future-oriented goals and proximal motivation is strong, but experimental studies are scarce. This study can be meaningful in verifying relations among variables clearly by structural equation modeling.
Finally, the results of this study suggests that a teacher would benefit in emphasizing intrinsic future-oriented goals in teaching and counseling, which will help in a learning development program.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to test the structural relationship among university students' future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies. To accomplish this end, the future-oriented goals scale was translated and validated. And the model that future-oriented goals affect self-regulation strategies through proximal subgoals and perceived task instrumentality was tested by structural equation modeling analysis. Also it was confirmed that final model could be identically applied regardless school grade and gender. The specific questions are as follows.

1) Is the future-oriented goals scale confident and valid?
2) How is the structural relationship among university students' future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies?
3) Is the same the structural relationship among university students' future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies by school grade and gender?

The results of this study are as follows.
In order to solve the first question, the future-oriented goals scale was translated and validated. From the results of the confirmatory factor analysis and the high confirmatory factor analysis, it was determined that the future-oriented goals scale consists of 6 factors each 5 items. which consisted of intrinsic goals(personal growth, relationships, and community) and extrinsic goals(wealth, fame, image). It was a good criteria for validity and reliability.
In order to solve the second question, it was applied in a two-step approach. the goodness-of-fit and validity of measurement model was investigated and then the structural relations model was analysed. The results of the study are as follows. First, students' future-oriented goals affect their proximal subgoals, their proximal subgoals affect their perceptions of task instrumentality, and their perceptions of task instrumentality, in turn, affects self-regulation strategies directly. Second, future-oriented goals and proximal subgoals affect self-regulation strategies through perceived task instrumentality indirectly. Third, intrinsic future-oriented goals affect proximal subgoals, perceived task instrumentality, self-regulation strategies more than extrinsic future-oriented goals.
In order to solve the third question, a multi-group analysis was performed random sampling 200 students per group. The final structural relations model results were the same between verified modeling groups.
The above results have three educational meanings as follows.
First, many contemporary works have focused on short-term motivational and self-reguatory issues and have excluded potentially important future goals. In this study, the specific hypothesis about causal relations in the future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies in an academic environment were tested. This result provided a theoretical basis about how the future-oriented goals affect self-regulation strategies.
Second, the theoretical support on the relation between the future-oriented goals and proximal motivation is strong, but experimental studies are scarce. This study can be meaningful in verifying relations among variables clearly by structural equation modeling.
Finally, the results of this study suggests that a teacher would benefit in emphasizing intrinsic future-oriented goals in teaching and counseling, which will help in a learning development program.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 6
• 3. 연구문제 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 미래지향목표 = 9
• 2. 근접하위목표 = 14
• 3. 과제도구성지각 = 16
• 4. 자기조절전략 = 17
• 5. 미래지향목표, 근접하위목표, 과제도구성지각, 자기조절전략 간의 관계 = 19
• 6. 연구모형 = 25
• Ⅲ. 연구방법 = 28
• 1. 연구대상 = 28
• 2. 측정도구 = 30
• 3. 분석방법 = 36
• Ⅳ. 연구결과 = 38
• 1. 미래지향목표 척도의 타당화 결과 = 38
• 2. 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략 간의 구조적 관계 분석 결과 = 53
• 3. 학년 및 성별에 따른 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략 간의 구조적 관계모형의 동일성 검증 결과 = 74
• Ⅴ. 논의 = 79
• Ⅵ. 결론 = 85
• 1. 결론 = 85
• 2. 제언 = 90

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