정의적 특성과 학업성취와의 관계에 관한 이론적 고찰 = The Review of Relation between Affective Characteristics and Academic Achievement

다국어 초록 (Multilingual Abstract)

According to school learning model formulated by B. S. Bloom, affective entry characteristics as learner characteristics is the extend to which the student is motivated to engage in the learning activities, and motivator for cognitive entry behaviors. Affective characteristics, especially, are very important variables as the student motivator to learn the new learning tasks. The first purpose of this research is to conceptualize affective characteristics at the level of totally and comprehensively. The second purpose of the study is review preceding study that investigate practically relation between affective characteristics variables and school achievement. Conclusively, the relation between affective characteristics and academic achievement are as follows; 1. Affective characteristics commonly include component such as motivation, interest, attitude, level of expectancy, locus of control, test anxiety, academic self-concept, mental health. 2. Affective charactenstics is practically duplicated in the conception 3. Affective charactenstics is relation to learning motivation 4. The development and formation of the affective charactenstics is feedback phenomenon. 5. Studies so far lead as to assume that academic achievement has an increasing intercorrelation with academic interest, academis attitude, acadmic self-concept, and mental health of student in this order.