성취목표지향성의 종단적 변화와 안정성 = Longitudinal Change and Stability of Achievement Goal Orientation

다국어 초록 (Multilingual Abstract)

This study posits that achievement goal endorsement is likely to be stable to some degree, but it is also likely to exhibit change across time. A longitudinal state-trait approach was utilized in the present study to examine the stability of achievement goal orientation. With a sample of 5,847 eighth graders followed over 3 years, the present study used a latent trait-state-occasion(TSO) model(Cole, Martin, & Steiger, 2005) to isolate the trait and state components. Results showed that TSO model was the best representation for achievement goals, validating that the achievement goal measures included both state and trait components. Over three years, the percentages of variance explained by the state component (60~70%) were greater than that explained by the trait component(30~40%) across four goals; State components were higher than trait components across all types of achievement goals. The portion of the variance attributed to the occasion-specific variable was higher in both mastery-avoidance and performance- voidance goals than mastery-approach goals. Regardless of mastery or performance goal, avoidance goals are more reactive to the situation, whereas mastery-approach goals are more similar to enduring disposition in their expression of stability. The implications of the present findings are discussed.

국문 초록 (Abstract)

본 연구의 목적은 상태-특성이론을 바탕으로 성취목표지향성의 변화에 작용하는 상태와 특성의 문제를 규명하는데 있었다. 이를 위해 개인의 성취목표지향성이 내포하고 있는 특성적 요인과 상태적 요인을 구분하고, 성취목표의 유형 중 어느 목표가 종단적으로 보다 안정적이고, 또 어느 목표가 상대적으로 변화가능한지 알아보았다. 한국교육개발원의 한국교육종단조사 2~4차년도 데이터를 사용하여 잠재 특성-상태-상황(TSO)모델을 적용하여 분석한 결과, 성취목표지향성은 특성적 요인과 상황적 요인을 모두 포함하는 개념으로 이해하는 것이 타당한 것으로 나타났다. 잠재상태 성취목표지향성의 변량 중 특성적 요인과 상황적 요인을 구분한 결과, 모든 성취목표 유형에 걸쳐 상황적 요인이 차지하는 변량(60~70%)이 특성적 요인(30~40%)보다 컸다. 특히 특성적 요인이 차지하는 비중은 숙달접근 목표에서 가장 높았으며, 상황적 요인이 차지하는 비중은 숙달목표나 수행목표에 상관없이 회피목표에서 가장 높았다. 즉, 숙달접근목표가 상대적으로 가장 안정적인 목표이며 회피목표가 시간의 흐름에 따라 변화가능성이 가장 높음을 의미한다. 본 연구의 의의 및 후속연구에 대한 제언이 논의되었다.

참고문헌 (Reference)

1 김주환, "한국 남녀 중학생 집단에서 자기결정성이 학업성취도에 주는 영향" 한국교육심리학회 20 (20): 243-264, 2006

2 이은주, "청소년 비행과 일탈적 자아개념의 상호적 인과관계: 잠재 상태-특성 자기회귀 모델을 통한 재검증" 한국문화및사회문제심리학회 16 (16): 447-468, 2010

3 양명희, "성취목표지향성의 안정성 검토" 한국교육심리학회 26 (26): 251-270, 2012

4 소연희, "성취목표지향성, 지각된 학급목표구조, 목표몰입의지, 자기조절학습 및 수학학업성취의 구조적 분석" 한국아동교육학회 19 (19): 41-56, 2010

5 Bong, M., "Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement level" 97 (97): 656-672, 2005

6 Lee, E. J., "The relationship between unstable self-esteem and aggression: Differences in reactive and proactive aggression"

7 Olatunji, B. O., "The longitudinal structure of general and specific anxiety dimensions in children : Testing a latent trait-state-occasion model" 21 (21): 412-424, 2009

8 Murayama, K., "The joint influence of personal achievement goals and classroom goal structures on achievementrelevant outcomes" 101 (101): 432-447, 2009

9 Linnenbrink, E. A., "The dilemma of performance approach goals : The use of multiple goal contexts to promote students’motivation and learning" 97 : 197-213, 2005

10 Little, R. J. A., "The analysis of social science data with missing values" 18 : 292-326, 1989

11 Rosenberg, M, "The Development of the Self" Academic Press 1986

12 Smith, L., "Students’ goals, self-efficacy, selfhandicapping, and negative affective responses : An Australian senior school student study" 27 : 471-485, 2002

13 Fryer, J. W., "Stability and change in achievement goals" 99 : 700-714, 2007

14 Tuominen-Soini, H., "Stability and change in achievement goal orientations : A personoriented approach" 36 : 82-100, 2011

15 Anderman, L. H., "Social predictors of changes in students’achievement goal orientations" 25 : 21-37, 1999

16 Senko, C., "Regulation of achievement goals : The role of competence feedback" 97 (97): 320-336, 2005

17 Braten, I., "Profiling individual differences in student motivation : A longitudinal cluster-analytic study in different academic contexts" 30 : 359-396, 2005

18 Kline, R. B., "Principles and practice of structural equation modeling" Guilford Press 2005

19 Matthews, G., "Personality traits" Cambridge University Press 1998

20 Eysenck, H. J., "Personality theory, moral development, and criminal behavior" Lexington Books 51-81, 1983

21 Church, M. A., "Perceptions of classroom environment, achievement goals, and achievement outcomes" 93 : 43-54, 2001

22 Elliot, A. J., "On the measurement of achievement goals : Critique, illustration, and application" 100 : 613-628, 2008

23 Kenny, D. A., "New methods for the analysis of change" American Psychological Association 243-263, 2001

24 Cole, D. A., "Multivariate group comparisons of variable systems : MANOVA and structural equation modeling" 114 : 174-184, 1993

25 Pintrich, P. R., "Motivation in education: Theory, research, and applications" Merrill Prentice-Hall 1996

26 Schunk, D. H., "Motivation in education: Theory, research, and application" Prentice Hall 2008

27 Spielberger, C. D., "Manual for the state-trait anxiety inventory" Consulting Psychologists Press 1970

28 Albin, M. L., "Individual differences in interest and narrative writing" 21 : 305-324, 1996

29 Muis, K. R., "Examining the stability of achievement goal orientation" 34 : 265-277, 2009

30 Cole, D. A., "Empirical and conceptual problems with longitudinal trait-state models : Introducing a trait-state-occasion model" 10 (10): 3-20, 2005

31 Anderman, E. M., "Declining motivation after the transition to middle school : Schools can make a difference" 32 : 131-147, 1999

32 Kumar, S., "Confronting task difficulty in ego involvement : Change in performance goals" 103 (103): 664-682, 2011

33 Silva, T., "College students as writing theorists : Goals and beliefs about the causes of success" 18 : 281-293, 1993

34 Kaplan, A., "Classroom goal structure and student disruptive behaviour" 72 (72): 191-211, 2002

35 Meece, J. L., "Changes in elementary school children’s achievement goals for reading and writing : Results of a longitudinal and an intervention study" 3 : 207-229, 1999

36 Anderman, E. M., "Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools" 22 : 269-298, 1997

37 Hertzog, C., "Beyond autoregressive models : Some implications of the trait-state distinction for the structural modeling of developmental change" 58 : 93-109, 1987

38 Hertzog, C., "Assessing psychological change in adulthood : An overview of methodological issues" 18 (18): 639-657, 2003

39 Prenoveau, J. M., "Are anxiety and depression just as stable as personality during late adolescence? Results from a three-year longitudinal latent variable study" 120 (120): 832-843, 2011

40 Elliot, A. J., "Approach and avoidance motivation and achievement goals" 34 : 169-189, 1999

41 Pintrich, P. R., "An achievement goal theory perspective on issues in motivation terminology, theory, and research" 25 : 92-104, 2000

42 Elliot, A. J., "Achievement goals, study strategies, and exam performance : A mediational analysis" 91 : 549-563, 1999

43 Ames, C., "Achievement goals in the classroom : Students’ learning strategies and motivation process" 80 (80): 260-267, 1988

44 Shim, S. S., "Achievement goals and achievement during early adolescence : Examining timevarying predictor and outcome variables in growth-curve analysis" 100 (100): 655-671, 2008

45 Pajares, F., "Achievement goal orientations in writing : A developmental perspective" 39 (39): 437-455, 2003

46 Arbuckle, J. L., "AMOS 7.0 User's Guide" SPSS 2006

47 Putwain, D. W., "A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study" 38 : 361-374, 2013

48 Taris, T., "A primer in longitudinal data analysis" Sage 2002

49 Murphy, P. K., "A motivated exploration of motivation terminology" 25 : 3-53, 2000

50 Meece, J. L., "A longitudinal analysis of elementary school students’ achievement goals in literacy activities" 26 : 454-480, 2001

51 Elliot, A. J., "A hierarchical model to approach and avoidance achievement motivation" 72 : 218-232, 1997

52 Elliot, A. J., "A 2×2achievement goal framework" 80 : 501-519, 2001

53 Conroy, D. E., "A 2×2 achievement goals questionnaire for sport : Evidence for factorial invariance, temporal stability, and external validity" 25 : 456-476, 2003