초등학생의 성취목표지향성, 성취정서, 학업성취도 및 주관적 안녕감의 구조적 관계 분석

국문 초록 (Abstract)

본 연구는 초등학생의 성취목표지향성, 성취정서, 학업성취도 및 주관적 안녕감의 구조적인 관계를 분석하는데 목적이 있다. 연구대상은 초등학교 6학년 학생 454명이며, 측정도구는 성취목표지향성, 성취정서, 학업성취도 및 주관적 안녕감이다. 기초자료는 상관과 회귀분석이며, 구조방정식 모형에서는 모형의 적합도와 매개효과를 검증하였다. 연구결과, 수업, 숙제 및 시험관련 상황에서 숙달접근과 수행접근 목표지향성은 즐거움에 정적인 영향을 미치고 있었고, 수행회피와 숙달회피 목표지향성은 불안감과 지루함에 정적인 영향을 미치고 있었다. 수행회피 목표지향성은 즐거움에 부적인 영향을 미치고 있었다. 즐거움은 학업성취도와 주관적 안녕감에 정적인 영향을 미치고, 불안감과 지루함은 학업성취도와 주관적 안녕감에 부적인 영향을 미치고 있었다. 매개효과를 분석한 결과 수업, 숙제, 및 시험상황에서 숙달접근 목표지향성은 즐거움, 불안감, 지루함의 성취정서를 매개로 하여 학업성취도에 미치는 정적인 영향이 있었다. 숙달회피와 수행회피 목표지향성도 성취정서를 매개로 하여 학업성취도에 미치는 부적인 영향이 있었다. 숙달접근과 수행접근 목표지향성은 성취정서와 학업성취도를 매개로 하여 주관적 안녕감에 미치는 정적인 영향이 있었다. 그러나 수행회피와 숙달회피 목표지향성은 성취정서와 학업성취도를 매개로 하여 주관적 안녕감에 미치는 부적인 영향이 있었다. 본 연구에서는 성취목표지향성과 성취정서, 학업성취도 및 주관적 안녕감까지 연결하여 설명하고자 하였으며, 성취정서를 구조적인 관련 속에서 통합적으로 살펴보았다는데 의의가 있다.

다국어 초록 (Multilingual Abstract)

The purpose of the study is to examine the effects of achievement goal orientation, achievement emotions, and academic achievement on subjective well-being. The subjects were 454 students of grade 6 in elementary schools. The instruments used for the study were achievement goal orientation, achievement emotions, and subjective well-being. The researcher analyzed the scores of academic achievements administered by the education research and information institute. Statistical methods are correlation and regression by SPSS program, and model fit and mediation effects by AMOS program. Related to the class, homework, and test, mastery and performance approach goal orientations had a positive effect on enjoyment and performance and mastery avoidance goal orientations had positive effects on anxiety and boredom. Performance avoidance goal orientation had a negative effect on enjoyment. Enjoyment had positive effects on academic achievement and subjective well-being but anxiety and boredom had negative effects on academic achievement and subjective well-being. In the test related circumstance, academic achievement and a positive effect on subjective well-being. By the analysis of the mediation effect in the class, homework, and test related circumstance, mastery and performance approach goal orientation had a positive effect on academic achievement by the mediation of achievement emotions, but performance and mastery avoidance goal orientations had a negative effect on academic achievement by the mediation of achievement emotions. Mastery and performance approach goal orientation had a positive effect on subjective well-being by the mediation of academic emotions and academic achievement. However, Mastery and performance avoidance goal orientation had a negative effect on subjective well-being by the mediation of academic emotions and academic achievement.

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