과제의 조절목표 유형과 목표간 관계가 대학생의 자기조절에 미치는 영향

국문 초록 (Abstract)

본 연구의 목적은 다중목표 추구 상황에서 과제의 조절목표 유형과 목표간 관계가 자기조절에 미치는 영향을 확인하는 것이다. 본 연구는 단순 과제를 사용한 실험 1과 일반 학습 상황인 실험 2로 이루어졌고 연구참여자는 서울 소재 A대학의 대학생이었다. 실험 1의 참여자들은 조절목표 유형(향상목표, 예방목표), 목표간 관계 (촉진목표, 무관목표, 갈등목표)에 따라 구성된 6집단에 무선할당되었다. 연구참여자의 과제 수행 점수, 과제 완수 시간, 과제 흥미를 측정하였다. 실험 2에서는 연구참여자가 초점목표인 기말고사 준비에 대해 인식한 조절목표 유형(향상목표, 예방목표)과 자신이 설정한 부가목표와 초점목표 간의 목표관계인식(촉진목표, 무관목표, 갈등목표)에 따라 6집단으로 구분하였다. 연구참여자는 기말고사 전까지 1주일 동안 매일 초점목표에 투자한 노력과 만족도를 기록하였고 연구참여자의 학업성취가 수집되었다. 연구결과, 조절목표 유형에 따른 자기조절 학습행동에 유의한 차이가 나타나 향상 목표 집단은 예방목표 집단보다 높은 과제 정답률(실험 1)과 학업성취(실험 2)를 보였다. 또한, 목표간 관계에 따른 자기조절 학습행동에 유의한 차이가 나타나 촉진목표 집단은 예방목표 집단 보다 높은 과제 정답률과 빠른 과제 완수시간(실험 1), 높은 투자노력과 학업성취(실험 2)를 나타내었다. 그러나 조절목표 유형과 목표간 관계가 자기조절 학습행동에 미치는 상호작용효과는 발견되지 않았다. 마지막으로 본 연구결과가 자기조절 및 학급구조에 대하여 갖는 시사점에 대한 논의가 제시되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of regulatory goal type and goal relations on self-regulated learning in multiple goal pursuits. The effects of regulatory goal type and goal relations on self-regulation were explored in a set of two studies including laboratory experiment and filed research. The participants in Study 1 were randomly assigned into six experimental groups according to regulatory goal type(promotion goal, prevention goal) and goal relation(facilitating goals, single goal, conflicting goal). The participants` task completion time, task score, and task enjoyment were measured. In Study 2, the participants were grouped into six groups by their perception about focal goal(prepare final term exam) and goal relation between focal goal and additional goal they pursue. The participants in Study 2 responded to the questionnaires of daily goal striving and daily goal satisfaction for a week before final term exam period. The academic achievement scores of participants were collected. Through these two studies, consistent findings were found to support the hypothesis that regulatory goal type significantly affected self-regulated learning, indicating that the participants in the facilitating goal relation condition showed higher performance(Study 1) and academic achievement(Study 2) comparing to those in the prevention goal condition. In addition, it was found that goal relation significantly affected self-regulated learning, indicating that the participants in the facilitating goal relation condition showed higher performance(Study 1) and academic achievement(Study 2), and invested more effort to a focal goal(Study 2) comparing to those in the conflicting goal condition. However, the interaction of regulatory goal type and goal relation was not significant. The implications for self-regulation and classroom organization were discussed.

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