농업계 고등학교 학생의 학업성패 귀인 분석

Abstract

The purpose of this study was to identify attributions for academic success and failure of agricultural high school students. Author modified the Park's Academic Success and Failure Attribution Instrument (1989) and used for data collection. The population for the survey was students in agricultural high schools across the country. Data was collected from 868 students in 31 agricultural high schools randomly selected.Findings showed that most of agricultural high school students have higher motivation for their academic achievement than average. They have a positive understanding of their ability to accomplish and they do not consider them as being bad scholars at school. They do not seem to strive for hard working but they have high interests in their grades. And the half of students wanted to go to the college after graduation. But most students had more experienced academic failure at the middle school than at the elementary school or the current high school life. Another conclusion was that agricultural high school students generally attributed their success and failure to 'level of task difficulty' and 'efforts', which could be analyzed to internal locus of control, and controllability in properties of attributions. The attributions for students' academic success and failure depended upon their grade, school location, achievement motive, self-concept of academic ability, achievement record, reasons for school entrance, learning effort, concern about achievement, successful experience, positive feedback from teachers, career plan after graduation, and degree of academic success and failure by the type of schooling. Based on these results, this study made some recommendations for the future study.