중고생들의 성취목표 잠재집단의 변화 : 학습동기 및 학업성취와의 관련성을 중심으로 = A Longitudinal Analysis of Adolescents’ Achievement Goal Orientation Profiles and their Relationship to Academic Achievement and Motivation

국문 초록 (Abstract)

이 연구에서는 한국교육종단연구(KELS) 2~4차년도 데이터를 사용하여 중고생들이 지닌 성취목표지향성의 변화와 학습동기, 그리고 학업성취의 관계를 알아보았다. 먼저 잠재집단분석(LCA)을 이용하여 각 시점에서의 성취목표 프로파일을 확인하였고, 이어 잠재전이분석(LTA)의 무조건모형과 조건모형을 통해 성취목표 집단의 종단적 변화와 이에 미치는 동기변수들의 예측력을 살펴보았다. 연구결과 중학교에서 고등학교에 이르기까지 모두 4가지 성취목표(숙달접근, 숙달회피, 수행접근, 수행회피)의 수준이 평균보다 높은 상위집단과 평균보다 낮은 하위집단의 두 가지 집단으로 구분됨을 알 수 있었다. 이를 기준으로 시점에 따른 변화여부를 알아본 결과 2개의 고정집단(상위고정집단, 하위고정집단)과 6개의 변화집단이 구분되는 것으로 나타났다. 학업성취에 있어서는 상위고정집단이나 변화집단에서도 숙달접근목표가 계속해서 높아지는 집단에 속하는 학생들이 보다 높은 성취도를 보인 것으로 확인되었다. 마지막으로 동기변수들을 모형에 투입하여 로지스틱 회귀분석을 실시한 결과 자기효능감이나 인지조절(시연, 정교화, 조직화, 초인지), 행동조절(노력조절, 시간관리)등은 상위 혹은 하위집단에 속할 확률을 유의하게 예측하였으나 공간관리나 교사/친구의 도움활용은 집단소속 확률을 유의하게 예측하지 못하였다.

다국어 초록 (Multilingual Abstract)

The overarching research purpose of this study is to find a pattern of change in achievement goal orientations among Korean adolescents. Specific research questions are addressed 1) to examine whether there exist multiple latent groups among the sample from middle to high school students in terms of achievement goal orientations and 2) to investigate the stability and change in achievement goal profiles during the 3-year time period. Data from Korea Education Longitudinal Study (KELS) was utilized for the Latent Transition Analysis (LTA). Variables measuring achievement goal orientation (i.e. mastery approach, mastery avoidance, performance approach, performance avoidance), achievement scores, self-efficacy, self-regulated learning strategies were collected.
Results showed that there were two distinct profiles of achievement goal orientations (i.e. high vs. low) in all three time points. Eight groups were extracted based on patterns within movers (i.e. students who changed their class membership more than one time) and stayers (i.e. students who did not change their class membership). Students who reported high mastery approach goal were likely to have higher academic achievement, higher self-efficacy, and more adaptive self-regulated learning strategies than their peers. Theoretical and practical implications were discussed.

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