학습동기 요인들과 학습전략 또는 자기핸디캡경향 사이의 인과구조
The Structure of Causal Relationships between Motivation to Learn and Learning Strategy (Self-Handicapping Tendency)
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본 연구에서는 학습전략 또는 자기핸디캡경향에 미치는 관련변인들의 인과관계를 탐색하기 위해 각 관계된 변인들 간의 경로모형을 연구모형 I과 연구모형 II의 기본모형으로 설정했다. 이 연구모형의 관점에서 과학교과를 대상으로 체계적이고 정밀한 분석을 통해 학습전략 또는 자기핸디캡경향에 미치는 관련변인들의 인과관계를 살펴보았다. 그 결과 연구모형 I과 연구모형 II 중에서 연구모형 II가 채택되었고 이 모형의 주요한 통계적 적합도 지수들을 확인하여 분석하면서 경로를 추가했고 1차 수정한 결과, 연구모형 II-1의 구조방정식모형이 본 연구의 완전모형으로 선택되었으나, 이 모형을 분석한 결과, 유의수준 p≤.05의 경계값인 |±1.96| 보다 작은 값인 12개의 경로들이 제거됨으로써 연구모형 II-2의 구조방정식모형이 본 연구에서 최종적인 최적 연구모형으로 채택되었다. 즉 목표지향성의 변인이 ‘자기효능감, 성취욕구 및 지능신념’의 변인을 매개로 하여 ‘학습전략 혹은 자기핸디캡경향’으로 향하는 연구모형 II-2의 구조방정식모형이 본 연구에서 최종적인최적 연구모형으로 채택되었다. 이 채택된 모형은 숙달목표, 수행접근목표 및 성취욕구가 자기효능감에 정적인 효과를 주었으나 수행회피목표는 자기효능감에 부적인 영향을 주었고, 숙달목표와 자기효능감은 학습전략에 정적인 영향을 주었다. 또한 수행회피목표와 지능신념이 자기핸디캡경향에 정적인 영향을 주었다. 아울러 학습전략은 ‘숙달목표, 수행접근목표, 수행회피목표, 지능신념과 성취욕구’의 변인에 의해 간접적으로 영향을 받은 자기효능감 및 직접적인 숙달목표에 의해 영향을 받았고, 자기핸디캡경향은 수행회피목표의 변인에 의해 간접적으로 영향을 받은 지능신념 및 직접적인 수행회피목표에 의해 영향을 받고 있음을 알았다.
Abstract
Structural equation modeling techniques were used to assess a model of science learning strategy (or self-handicapping tendency) based on goal orientation. Data were collected during science lessons from two middle schools. In the optimal model Ⅱ-2 of this research, the learning goal was positively related to the use of self-efficacy, achievement need, and learning strategy. The performance-approach goal was positively related to self-efficacy and achievement need. The performance-avoidance goal was negatively related to self-efficacy but presented a positive relationship to self-handicapping tendency and entity theory of intelligence. The achievement need was positively related to self-efficacy. The entity theory was negatively related to achievement need but represented a positive relationship to self-handicapping tendency. The self-efficacy was positively related to learning strategy Aside from indirectly affecting the learning strategy through self-efficacy. the learning goal directly affected the learning strategy. The performance-avoidance goal affected the learning strategy directly but was indirectly affected through the entity theory. The learning goal, performance-approach goal, and achievement need were positive predictors of self-efficacy, but the performance-avoidance goal was a negative predictor. The learning goal and performanceapproach goal were positive predictors of achievement need, but the entity theory was a negative predictor. The performance-avoidance goal was a negative predictor of entity theory. The learning goal and self-efficacy were positive predictors of learning strategy. The performance-avoidance goal and entity theory were positive predictors of self-handicapping tendency. The implications of these findings for learning strategy or self-handicapping tendency in science are discussed. Although the structural equation model of causal relationships of the motivations to learn and learning strategies in science education are established as mentioned above, a more systematic study to improve learning strategies and to lower self-handicapping tendency in different courses may be needed.
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