사범계열 대학생들의 성취목표지향성, 기본욕구만족, 학업성취도 및 대학생활적응의 관계 연구 = The Relationship between Achievement Goal Orientation, Basic Need Satisfaction, Academic Achievement, and Adjustment of Teachers’ College Students

다국어 초록 (Multilingual Abstract)

The purpose of the study is to examine the relationship between achievement goal orientation, basic need satisfaction, academic achievement and adjustment of teachers’ college students. The study enrolled 450 College of Education and National University of Education students. The instruments were achievement goal orientation, basic need satisfaction, and adjustment. GPA was the academic achievement of the students at the first semester of 2012. Mastery approach goal orientation had a positive effect on autonomy, competence and relatedness. Mastery- and performance avoidance goal orientations had negative effects on autonomy and competence. Competence had a positive effect on academic achievement, and competence and relatedness had positive effects on adjustment. In the research of mediation effect, mastery approach goal orientation had a positive effect on the academic achievement and adjustment by the mediation of autonomy, competence and relatedness. Mastery avoidance goal orientation had a negative effect on academic achievement by the mediation of autonomy, competence and relatedness. Performance avoidance goal orientation had a negative effect on university adjustment by the mediation of autonomy, competence and relatedness. When the researchers analyzed the discrete factors of the basic need satisfaction, competence played as a mediating variable between achievement goal orientation and academic achievement. In the relationship between achievement goal orientation and adjustment, competence and relatedness played as positive mediating variables between mastery avoidance and adjustment. Implications for the research related to the literatures and suggestions are discussed.

국문 초록 (Abstract)

본 연구는 사범계열 대학생들의 성취목표지향성, 기본욕구만족, 학업성취도 및 대학생활적응의 관계를 구조적으로 살펴보는데 목적이 있다. 연구대상은 사범대학과 교육대학교 학생 450명이며 측정도구는 성취목표지향성, 기본욕구만족, 대학생활적응척도이고, 학업성취도 자료는 2012학년도 1학기 성적을 사용하였다. 연구결과 숙달접근 목표지향성은 기본욕구만족의 자율성, 유능성, 관계성에 정적인 영향을 미치고 있었고, 수행회피와 숙달회피 목표지향성은 자율성과 유능성에 부적인 영향을 미치고 있었다. 유능성은 학업성취도에 정적인 영향을 미치고 있었고, 자율성, 유능성, 관계성은 대학생활적응에 정적인 영향을 미치고 있었다. 매개효과를 살펴본 결과 숙달접근 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 학업성취도와 대학생활적응에 정적인 영향을 미치고 있었다. 숙달회피 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 학업성취도에 부적인 영향을 미치고 있었고, 수행회피 목표지향성은 자율성, 유능성, 관계성을 매개로 하여 대학생활적응에 부적인 영향을 미치고 있었다. 성취목표지향성과 학업성취도와의 관계에서 기본욕구만족의 하위요인별로 매개효과를 검증한 결과 숙달접근 목표지향성은 유능성을 매개로 하여 학업성취도에 미치는 정적인 영향이 있었다. 성취목표지향성과 학교생활적응과의 관계에서 기본욕구만족의 하위요인별로 매개효과를 검증한 결과 숙달접근 목표지향성은 유능성과 관계성을 매개로 대학생활적응에 정적인 영향을 미치고 있었다. 숙달회피 목표지향성은 유능성을 매개로 대학생활적응에 부적인 영향을 미치고 있었다. 이러한 결과를 바탕으로 선행연구와의 관련성 및 시사점 등이 논의되었다.

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