부정적 피드백 상황에서 논리 및 창의적 사고 과제에 따라 성취목표와 인지적 정서조절전략이 과제흥미, 과제노력, 과제수행에 미치는 영향 비교 = The effects of achievement goals and cognitive emotion regulation on task enjoyment, efforts, and performance in logical and creative thinking tasks under the negative feedback

다국어 초록 (Multilingual Abstract)

The purpose of the study was to explore whether the effects of cognitive emotion regulation (adaptive vs. maladaptive) on task enjoyment, effort, and performance were differentiated by achievement goals (other-approach vs. self-approach vs. task-approach) and task type (logical thinking vs. creative thinking). First, the results showed that task enjoyment and task efforts were higher for participants who did creative thinking task than those who did logical thinking task; task enjoyment and performance were lower for the other-approach (comparative superiority) goal condition. Second, participants in the other-approach goal condition showed lower performance in creative thinking task compared to self-approach (self-growth) goal and task-approach (best performance) goal conditions; whereas there were no significant differences for participants who did logical thinking task. Third, the participants in the other-approach goal condition showed lower task enjoyment and performance in creative thinking task, and lower task efforts and performance in logical thinking task by using maladaptive cognitive emotion regulation strategies compared to using adaptive strategies; whereas there were no significant differences for the other-approach goal and task-approach goal conditions by cognitive emotion regulation strategies.

국문 초록 (Abstract)

본 연구의 목적은 인지적 정서조절전략(적응적, 비적응적)의 과제흥미, 과제노력, 과제수행에 대한 영향이 성취목표(타인접근, 자기접근, 과제접근)에 따라 다르게 나타나는 지를 확인하고, 이러한 상호작용효과가 과제유형(논리, 창의)에 따라 차별화되는 지를 확인하는 것이다. 본 실험연구에 대학생 280명이 참여하였으며 모든 과정은 컴퓨터 상에서 진행되었다. 인지적 정서조절전략에 대한 조작은 자신의 과거 실패 경험과 현재 과제수행에 대한 부정적 피드백에 관하여 적응적(부적응적) 정서조절전략을 사용하는 작문으로 이루어졌다. 부정적 피드백으로서 자신의 기대보다 낮은 수행을 통보받고 이에 따라 교수자의 화가 내포된 피드백을 제공하였다. 그 결과, 첫째, 논리적 사고 과제보다 창의적 사고 과제에서 과제흥미와 과제노력이 높게 나타났고, 부적응적 정서조절전략보다 적응적 정서조절전략을 사용할 때 과제흥미와 과제수행이 높았다. 둘째, 자기접근(자기성장)목표와 과제접근(최고수행)목표보다 타인접근(상대우위)목표에서 창의적 과제수행이 낮게 나타났으나 논리적 과제에서는 그 차이가 유의하지 않았다. 마지막으로, 상대우위목표를 가지고 부적응적 정서조절전략을 사용할 때, 창의적 과제에서 과제흥미와 과제수행이 낮았으며, 논리적 과제에서 과제노력과 과제수행이 낮았다. 이와 같은 연구결과를 바탕으로 적응적 정서조절에 대한 훈련 및 자기성장목표와 최고수행목표에 대한 교실구조 등을 논의하였다.

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