자기구실 만들기 : 지능에 대한 신념 및 목표성향, 노력/결과중심의 부모 양육태도의 영향 = Effects of Implicit Belief of Intelligence, Parental Style andGoal Orientation on Self-handicapping

국문 초록 (Abstract)

성공적인 수행에 방해가 되는 자기구실 만들기(self-handicapping) 현상의 원인을 알아보기 위해 본 연구는 지능에 대한 암묵적 신념과 목표성향, 효능감, 평가두려움, 양육태도가 자기구실 만들기와 관련있을 것이라고 가정하고 조사연구를 실시하였다. 결과는 예측대로 이 변인들이 모두 자기구실 만들기와 관련이 있어, 부모가 노력중심의 양육태도를 견지할수록, 자녀가 지능은 노력에 의해 변화할 수 있는 것이라고 믿을수록, 자기향상과 성장, 능력개발, 충만한 잠재력에 도달하려는 성장목표성향을 갖을수록, 평가에 대한 두려움이 적고 자기효능감이 높을수록 자기구실 만들기를 적게 하는 것으로 나타났다. 반면 부모가 결과중심의 양육태도를 가질수록, 자녀가 지능은 고정적인 것이라고 믿을수록, 도전적이거나 어려운 상황을 자신의 가치, 능력, 호감 정도를 평가하거나 측정하는 기회로 인식하는 확인목표성향을 갖고 있을수록, 평가에 대한 두려움이 크고 효능감이 적을수록 구실 만들기를 많이 하는 것으로 나타났다. 또 부모양육태도. 지능에 대한 신념, 목표성향, 자기구실 만들기 변인간에도 일정한 관계가 있다고 예측하여 모형을 만들어 경로분석을 실시한 결과, 양육태도가 지능에 대한 신념과 목표성향을 매개로 하여 자기구실 만들기에 영향을 준다는 설명이 어느 정도 타당함을 알 수 있었다. 그런데 양육태도가 자기구실 만들기에 영향을 주는 방식은 결과중심 양육과 노력중심양육이 다른 패턴을 나타내었다. 결과중심양육은 매개에 의한 간접효과보다 직접효과가 더 큰 반면 노력중심양육은 지능에 대한 신념과 목표성향을 매개로 한 간접효과가 큰 것으로 나타나 두가지 양육태도가 서로 다른 경로로 자기구실 만들기에 영향을 준다는 사실을 알 수 있었다. 논의에서 본 연구의 시사점과 이후연구의 방향에 대해 제안하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find variables that influence self-handicapping. After the survey, hypotheses are proved. The implicit belief of intelligence, goal orientation, parenting style, self- efficacy, and fear of appraisal influenced self-handicapping. A person who believed intelligence was fixed and had validation-seeking goal used more self-handicapping. As a result of path analysis, I found that implicit belief of intelligence and goal orientation mediated the effects of parenting style on self- handicapping. This study implies that the outcome-oriented parental style reinforces the belief of fixed intelligence, validation-seeking goal and fosters children's fear of appraisal as a result. However effort-oriented parenting style reinforces the belief that intelligence is improved by efforts, and fosters growth-seeking goal. High self-handicapper uses self-handicapping as a means of avoiding the appraisal of ability. In conclusion, this study suggests that parents' effort-oriented parenting style is important in order to enhance achievement motivation.

참고문헌 (Reference)

1 김의철, "한국 청소년의 심리, 행동 특성의 형성：가정, 학교, 친구, 사회영향을 중심으로" 13 (13): 99-142, 1999

2 정갑순, "학업성취과정에 대한 종단적 분석：자기조절학습효능을 중심으로" 1-19, 2002

3 권준모, "심리학과 교육" 학지사 2000

4 권준모, "사회심리학의 새로운 통로：사회적 정보의 자동적 처리" 12 (12): 1-36, 1998

5 Bandura,A., "self-efficacy：The exercise of control(자기효능감과 행동특성. 박영신, 김의철 역. 자기효능감과 삶의 질：교육 건강 운동 조직에서의 성취. 문화심리학 총서3)" W. H. Freeman and company(교육과학사) 11-68, 1997

6 Bandura, M., "The relationship of conceptions of intelligence and achievement goals to achievement-related cognition,affect, and behavior. Unpublished manuscript, Harvard University"

7 Potosky, D., "The moder- ation role of updating climate perceptions in the relationship between goal orientation, self-efficacy, and job performance" 15 (15): 275-297, 2002

8 Park, Y. S., "The educational challenge of Korea in the global era：The role of family, school, and government. Chinese University of Hong-Kong, Education Journal, 27(1), 91-120. Special Issue：Conference on Restructuring the knowledge base of education in Asia"

9 Chung, K.S., "The change, formation, and influence of elementary and junior high school students' life-satisfaction：Longitudinal analysis. Paper presented at the 4th Conference of the Asian Association of Social Psychology" The University of Melbourne 119-, 2001

10 Buter, R., "Task-involving and ego-involving proper- ties of evaluation：Effects of different feedback conditions on motivational perceptions, interest, and performance" 79 : 474-482, 1987

11 Higgins, R.L., "Strategic “alcohol” use：Drinking to self-handicap" 6 : 191-202, 1988

12 Dweck, C.S., "Self-theories：Their role in motiva- tion, personality, and development" Psychology Press 2000

13 Zimmerman, B. J., "Self-motivation for academic attainment：The role of self-efficacy beliefs and personal goal setting" 29 : 663-676, 1992

14 Rhodewalt, F., "Self-handicapping and subsequent performance：Role of outcome valence and attributional certainty" 7 : 307-323, 1986

15 Rhodewalt, F., "Self-handicappers：Individual dif- ferences in the preference for anticipatory self- protective acts in : Sellf-handicapping：The paradox that isn't" Plenum 69-106, 1990

16 Bandura, A., "Self-efficacy：Toward a unifying theory of behavioral change" 84 : 191-215, 1977

17 Bandura, A., "Self-efficacy：The exercise of control" Freeman and Company 1995

18 Collins, J.L., "Self-efficacy and ability in achive- ment behavior. Paper presented at the annual meeting of the American Educational Research Association, New York"

19 Phillips, J.M., "Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process" 82 : 792-802, 1997

20 Ford, J. K., "Relationship of goal orien- tation, metacognitive activity, and practice strategies with learning outcome and transfer" 83 (83): 218-233, 1998

21 Kanfer, R., "Motivation and individual difference in learning：An integration of developmental, differential and cognitive perspectives" 2 : 221-239, 1990

22 Dykman, B.M., "Integrating cognitive and motivational factors in depression：Initial tests of a goal-orientation approach" 74 : 139-158, 1998

23 Dupeyrat, C., "Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement：A test of Dweck's model with returning to school adults" 30 : 43-59, 2005

24 Mueller, C.M., "Impicit theories of intelligence：Malleability beliefs, definitions, and judgments of intelligence" Unpublished data 1997

25 Steele-Johnson, D., "Goal orientation and task demand effects on motivation, affect, and perfor-mance" 85 : 724-738, 2000

26 Berglas, S., "Drug choice as a self-handicapping strategy in response to noncontin- gent success" 36 : 405-417, 1978

27 Duda, J.L., "Dimensions of achievement motivation in schoolwork and sport" 84 : 290-299, 1992

28 Shepperd, J. A., "Determinants of self-handicapping：Task importance and effects of pre-existing handicaps on self-generated hand- icaps" 15 : 101-112, 1989

29 Bandura, A., "Cultivating compe- tence, self-efficacy and intrinsic interest through proximal self-motivation" 41 : 186-198, 1981

30 Treasure, D., "Cognitive and affective concomitants of task and ego goal orien- tations during the middle school years" 16 : 15-28, 1994

31 Leggett, E. L., "Children's entity and incre- mental theories of intelligence：Relationships to achievement behavior. Paper presented at the annual meeting of the Eastern Psychological Association, Boston"

32 Stipek, D.J., "Children's belief about intelligence and school performance" 107 : 473-495, 1996

33 Roedel, T. D., "Beliefs about intel- ligence and academic goals" 20 : 464-468, 1995

34 Nichols, J.G., "Achievement motivation：Con- ceptions of ability, subjective experience, task choice, and performance" 91 : 328-346, 1984

35 Harackiewicz, J.M., "Achievement goals and intrinsic motivation" 65 : 904-915, 1993

36 Handerson, V., "Achievement and motivation in adolescence：A new model and data in : At the threshold; The developing adolescent" Harvard University Press 1990

37 Schraw, G., "Academic goal orientation and student classroom achievement" 20 : 359-368, 1995

38 Dweck, C. S., "A social-cognitive approach to motivation and personality" 95 : 256-273, 1988