중ㆍ고등학생의 학습능력에 대한 자아개념, 목표지향성과 학업성취와의 관계 = A Study on the Relationship between Self-Concept about Ability, Goal Orientation and Academic Achievement of Secondary, High School Student

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationships among self-concept about ability, goal orientation and academic achievement.
In order to achieve the purpose of this study, the following problems should be raised :
1. Are there any relations among self-concept about ability and academic achievement?
2. Are there any relations among goal orientation and academic achievement?
3. Are there any interrelations among self-concept about ability and goal orientation?
4. Are there any significant differences in self-concept about ability, goal orientation in the school levels and gender?
5. Are there any relations self-concept about ability, goal orientation and academic achievement?
A total number of 759 students participated in this study. They 453 second-graders of middle school. And 306 second-graders of high schools located were sampled in Seoul. They were 434 girls and 325 boys.
As measurement instruments, self-concept about ability scale, goal orientations scale were used.
The data of this study were analyzed by the statistical method of frequency analysis, correlation coefficient, ANOVA, Scheffe test, t-test through the SPSS program.
The result of this study can be summerized as follows :
First, there was a statistically significant correlations between self-concept about ability and academic achievement. That is, the relationship between incremental concept and academic achievement is positive and the relationship between entity concept and academic achievement is negative.
Second, there was not a statistically significant difference in self-concept about ability according to each academic achievement level.
Third, there was a statistically significant correlations between goal orientation and academic achievement. That is, the relationship between learning goal and academic achievement is positive.
Forth, there was a statistically significant correlations between self-concept about ability and goal orientation. That is, the relationship between incremental concept and learning goal, entity concept and performance goal is positive. the relationship between entity concept and learning goal, incremental concept and performance goal is negative.
Fifth, there was a statistically significant difference in incremental concept according to sex and school levels.
Sixth, there was a statistically significant difference in learning goal according to sex and school levels.
Seventh, there was a statistically significant correlations between self-concept about ability, goal orientation and academic achievement. students with incremental self-concept and learning goal tended to show higher academic achievement.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• II. 이론적 배경 = 4
• 1. 학습능력에 대한 자아개념 = 4
• 2. 목표지향성 = 6
• 3. 학습능력에 대한 자아개념과 목표지향성간의 관계 = 10
• 4. 학습능력에 대한 자아개념, 목표지향성과 학업성취간의 관계 = 12
• III. 연구문제 = 15
• IV. 연구방법 및 절차 = 16
• 1. 연구대상 = 16
• 2. 측정도구 = 17
• 3. 자료수집 절차 및 방법 = 19
• 4. 자료의 처리 및 분석 = 20
• V. 결과 및 해석 = 21
• VI. 논의, 결론 및 제언 = 31
• 1. 논의 = 31
• 2. 결론 및 제언 = 35
• 참고문헌 = 38
• 부록 = 45
• Abstract = 50