성인학습자의 목표지향성과 자아효능감의 관계 = The Relationship between Adult Students´ Goal Orientations and Self-efficacy

국문 초록 (Abstract)

본 연구의 목적은 성인학습자의 목표지향성과 자아효능감의 관계를 규명하고, 그들의 목표지향성과 자아효능감 정도는 수강과정별 및 연령별에 따라 어떠한 차이가 있는지를 분석하는데 있다. 18세~76세 사이의 성인학습자 412명(남 146명, 여 266명)을 대상으로 목표지향성 검사와 자아효능감 검사를 실시하여 자료를 수집하였다. 수집된 자료는 SPSS win 10.0에 의한 상관분석과 변량분석이 수행되었으며 분석결과 다음과 같은 사실이 밝혀졌다. 첫째, 성인학습자의 목효지향성과 자아효능감 간에는 유의한 정적 상관이 나타났다. 둘째, 성인학습자의 과정별(학점은행제, 자격증, 생활교양)에 따라 숙달목표 자향과 자아효능감은 유의한 차이가 나타났다. 셋째, 성인학습자의 연령별(20대, 30대, 40대)에 따라 숙달목표 지향과 자아효능감은 유의한 차이가 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of the study was to investigate the relationship between adult students' goal orientations and self-efficacy, and to explore the differences of their goal orientations and self-efficacy among the types of courses, and between gender. In order to accomplish this purpose, the questions that this study addresses to answer are as follows: First, is there a significant correlation between adult students' perceived goal orientation and self-efficacy? Second, are there significant differences among three courses(e.g. credit banking system, qualification, and liberal arts) in the degree of their goal orientation and academic self-efficacy. Third,are there significant differences in the degree of their goal orientation and self-efficacy as a function of gender. The subjects the present study consisted of 412 adult students ranged from eighteen to seventy six years-old, including 146 males and 266 females. The survey instruments used for this study were Goal Orientation Scale, Self-efficacy Scale. The reliability coefficients(Cronbach a) of these scales were .86 and .91, respectively. The statistical methods employed for data analysis were the correlation analysis and ANOVA by SPSS win 10.0. The results of the study are as follows: Firstly, there is a significant positive correlation between adult students' goal trientations and self-efficacy. Secondly, there are significant differences among three courses in the degree of their mastery goal orientation and academic self-efficacy. Finally, there are significant differences in the degree of their mastery goal orientation and self-efficacy as a function of gender.