전문성 수준에 따른 목표 내용 및 추구 특성 차이 연구 = 공학 분야와 예술 분야를 중심으로

국문 초록 (Abstract)

개인이 한 분야의 전문가로 성장해가는 과정에서 목표는 전문성 발달 과정을 유지시키는 주요한 원동력으로 작용한다. 선행 연구에 따르면, 목표는 전문가와 초보자의 수행 수준의 차이를 만드는 주요한 요인으로 작용하며, 실제로 전문가들의 주요 특성으로 목표 관련 변인들이 보고되고 있다. 본 연구에서는 전문성 발달 수준에 따라 개인이 추구하는 목표 내용 및 추구 특성이 달라질 것이라고 보고 이를 확인하고자 하였다. 연구 참여자는 공학 분야 전문가 104명과 공학 전공 대학생 118명, 예술 분야 전문가 101명과 예술 전공 대학생 93명으로 총 416명이며, 이들의 개인적 차원 및 사회적 차원 목표, 목표 추구 특성의 차이를 분석하였다. 연구 결과, 개인적 차원의 목표인 내재적 성장 추구, 성취 추구, 사회적 차원에서 전문적 영향 추구, 사회적 공헌 추구에서 공학 및 예술 분야 모두 전문가가 대학생에 비해 높게 나타남을 확인할 수 있었다. 또한, 목표 추구 특성인 미래 시간 관점, 자기조절, 목표 몰입에서도 전문가가 대학생에 비해 높게 나타남을 확인할 수 있었다. 반면, 물질 추구의 경우, 공학 및 예술 분야 모두 전문가와 대학생 간 차이가 유의미하지 않았다. 또한, 사회적 인정 추구는 예술 분야의 전문가와 대학생 간 유의미한 차이가 나타나지 않았고, 공학 분야에서는 오히려 대학생이 전문가보다 높게 나타남을 알 수 있었다. 본 연구 결과, 전문가들은 대학생들에 비해, 보다 내재적 가치를 추구하면서도 동시에 성취 지향적이었으며, 자신의 전문적 지식 및 기술을 통한 사회 공헌적 가치를 추구함을 확인할 수 있었다. 이러한 결과는 전문성 발달 과정에서 개인이 추구하는 가치 및 목표 추구 특성이 변화함을 시사한다. 본 연구는 전문성 발달 수준에 따른 목표 특성을 개인적, 사회적 차원의 목표 내용 및 목표 추구 특성을 통해 보다 체계적으로 확인했다는 점에서 의의를 가진다.

다국어 초록 (Multilingual Abstract)

Goals serve as an important driving force that enables individuals to progress from novice to expert. According to previous studies, goals can make a big difference in the quality of performance between experts and novices. Goal-related behaviors have been reported as experts’ main psychological characteristics. In this study, it was assumed that the characteristics of goal contents and goal-seeking processes would vary according to the development of expertise. To investigate the characteristics, the study included 416 participants, consisting of 104 professionals and 118 undergraduate students in the field of engineering, and 101 professionals and 93 undergraduate students in the field of arts. The participants were asked to report what their personal and social goals were and how they pursued those goals. The results of the study showed that experts had higher scores in the measures of ‘pursuit of intrinsic growth’ and ‘pursuit of achievement’ for personal goals. For social goals, they did in the measures of ‘pursuit of professional influence,’ and ‘pursuit of social contribution’. Also, in the characteristics of goal-seeking processes, experts reported higher in the measures of ‘future time perspective,’ ‘self-regulation’, and ‘goal commitment’ than undergraduate students did. However, these pattern were not found in the measures of ‘acquisitiveness for money’ and ‘pursuit of social recognition.’ These results suggested that experts would seek more intrinsic values and social goals than novices. The present study also showed that more interest of research on experts and the development of expertise would be needed on experts’ goal perceptions and pursuits as well as their cognitive and other affective characteristics.

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