情意的特性과 그 先行變因이 學業成績에 미치는 影響 = An Analysis on the Influences of Affective Characteristics and Its Antecedent Variables on Academic Achievement

다국어 초록 (Multilingual Abstract)

1. Purposes
The purposes of this study were to clarify on the influences of contribution variables - Korean secondary (middle and high) school learners' affective characteristics variables (self-concept, school learning motivation, and locus of control) and its antecedent variables(school-related adjustment, parents' expectations to school learning achievement for their children, and situation- related anxiety) toward their academic achievement.
2. Hypotheses
The following hypotheses were made on the basic of the preceding theoretical background.
(Hypothesis 1) : Antecedent variables to learners' affective characteristic variables will be predict significantly toward learners' academic achievement respectively.
(Hypothesis 2) : Learners' self-concept and its sub-factors influence significantly toward academic achievement respectively.
(Hypothesis 3) : Learners' school learning motivation, locus of control, and these subfactor(or areas) influence significantly toward academic achievement respectively.
(Hypothesis 4) : Learners' self-concept, school learning motivation, and locus of control are significant differences relative contributions (effects) toward academic achievement by sex, level of schools respectively.
(Hypothesis 5) : The direct/indirect influences of antecedent variables and affective characteristics variables are significant differences in the relative contributions of toward learners' academic achievement.
3. Methods
The subjects in this study - 2,700 male and female Korean secondary school learners from Seoul and other areas were sampled, of whom 2,226 were finally analyzed. For this study, instruments for measurement of each variable were developed the five scale - the instruments with factorial validity and reliability were 「School-Related Adjustment Scale」, 「Situation-Related Anxiety Scale」, 「Self-Concept Scale」, 「School Learning Motivation Scale」, and 「Locus of Control Scale」.
The collected data were analyzed Pearson's corrlations, multiple regression, and path analysis through SPSS/PC+ and SPSS^x program, and all statistical values were tested by t-test and F-test in significant level of p < .05.
4. Results
The results were analyzed according to the hypotheses, and the findings of this study were as follows
1) The antecedent variables toward Korean secondary school learners affective characteristics variables were positive influences effects on learners' academic achievement respectively. And there were confirmed statistically significant correlations between the antecedent variables and learners' academic achievement.
2) The combined influences of the academic self-concept(ASC) and nonacademic self-concept(NASC) on academic achievement were 30.30%, and the relative effects of ASC and NASC were 24.23% and 6.07% respectively. And there were confirmed statistically significant correlations between Korean secondary school learners' self-concept and the academic achievement. Therefore, self-concept was verified as the affective characteristics variables with the most meaningful influence toward Korean secondary school learners' academic achievement.
3) The combined effect of the school lerning motivation (21.10%) and 'internality' of locus of control (0.00%) on the academic achievement were 21.10%, the combined effect of the school learning motivation (21.10%) and `powerful others'(0.60%) on the academic achievement were 21.70%, and that effects of the school on the learning motivation (21.10%) and `chance' (0.50 %) on the academic achievement were 21.60%. Accordingly, Korean secondary school learners `school learning motivation was affected mainly for learners' academic achievement, while locus of control was found a little influence toward academic achievement.
4) The relative effect of Korean secondary school learners' self-concept, school learning motivation, and locus of control on the academic achievement were 21.20 % (school learning motivation), 1.5% (self-concept), 0.6%(powerful others), 0.5% (internality), and 0.2%(chance) respectively. Therefore, these variables were effected significantly toward academic achievement, but the most effective influence variable was `school learning motivation'. And there were significant correlations between locus of control and academic achievement, but there was examined the positive significant correlation in the case of 'internality'.
5) The range of total effect of the six variables (antecedent variable : school-related adjustment, parents' expectations to school learning achievement for their children, situation-related anxiety; affective characterstics variables : self-concept, school learning motivation, and locus of control) in the causal model of this study was '.460 ∼-.171'. Therefore, the direct/indirect effect of Korean secondary school learners' contribution variables toward learners' academic achievement were found definitely a difference, but sub-areas of the locus of control were found a little effects toward academic achievement.

목차 (Table of Contents)

• Ⅰ. 緖 論
• A. 問題의 提起
• B. 硏究의 目的과 內容
• Ⅱ. 理論的 背景
• A. 先行變因과 學業成績
• B. 自我槪念과 學業成績
• C. 學校學習動機와 學業成績
• D. 歸因性向과 學業成績
• Ⅲ. 硏究의 模型과 假說
• A. 硏究의 模型
• B. 硏究의 假說
• Ⅳ. 硏究의 設計
• A. 硏究의 對象
• B. 測定道具
• C. 資料의 處理
• D. 硏究의 制限點
• Ⅴ. 結果分析 및 論議
• A. 一般的 結果分析
• B. 假說의 檢證
• C. 論 議
• Ⅵ. 要約 및 結論
• A. 要 約
• B. 結 論
• 參考文獻
• ABSTRACT
• 附 錄