귀인피드백이 수학 학습부진아의 자기효능감과 학업성취에 미치는 효과 = The Effects of Attributional Feedback on the Self-Efficacy and Academic Achievement of Math Underachievers in Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of attributional feedback on the self-efficacy and academic achievement of math underachievers in elementary school based on the attribution theory and self-efficacy theory. The hypotheses were posed as below: Hypothesis 1: The experimental group that takes the attributional feedback training would undergo more significant change in attribution type than the control group that doesn't.
Hypothesis 2: The experimental group that takes the attributional feedback training would be better at math self-efficacy than the control group that doesn't.
Hypothesis 3: The experimental group that takes the attributional feedback training would have better math achievement than the control group that doesn't.
Hypothesis 4; The children of the experimental group who make more progress in self-efficacy would show better improvement in academic achievement.
The subjects in this study were 45 second graders form J elementary school in Daegu city, who included 26 boys and 19 girls. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed, and t-test was conducted.
The main findings of this study were as below: First, the attributional feedback training served to improve the internal attribution disposition in elementary school underachievers.
Second, the attributional feedback training was effective for enhancing the math self-efficacy in elementary school underachievers.
Third, the attributional feedback training was effective for increasing the math achievement in elementary school underachievers.
Fourth, the group with higher self-efficacy had better math achievement than the other with lower self-efficacy.

국문 초록 (Abstract)

본 연구는 학습동기에 대한 귀인이론에 근거하여 귀인피드백이 수학 학습부진아의 자기효능감과 학업성취에 미치는 효과를 실증적으로 규명하는데 목적을 둔 실험연구이다. 대구광역시에 소재하고 있는 J초등학교 2학년 수학 학습부진 남아 26명과 여아 19명으로 구성된 45명을 연구대상으로 선정하여 성별변인을 고려한 뒤 무작위로 실험집단과 통제집단으로 구분하였다. 실험 전과 후에 귀인성향, 자기효능감, 학업성취도의 검사를 실시하였는데, 귀인성향 검사는 조천희(1987)가 개발한 성공-실패상황에 대한 귀인 및 감정에 대한 검사도구를 본 연구에 맞게 일부 수정하여 사용하였고, 자기효능감을 측정하기 위해서는 정종진(1994)의 척도를 사용하였으며, 학업성취도 검사는 연구자가 자작한 지필평가를 작성하여 검사하였다. 수집된 자료에 대한 통계처리와 분석은 SPSS/PC+ 프로그램을 이용하였으며, 사용된 통계적 방법은 t-검증이었다. 연구결과 귀인피드백 훈련은 수학 학습부진아의 귀인성향에 유의한 변화를 가져왔고, 또한 수학에 대한 자기효능감과 학업성취에 유의한 효과가 있었으며, 자기효능감 증진이 클수록 학업성취의 향상도 큰것으로 밝혀졌다.