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성취목표 지향유형과 학습전략의 효과성 판단이 학습전략의 사용에 미치는 효과

Effects of Achievement Goal Orientation and Judgment of Learning Strategies on Use of Learning Strategies

강이철|석보영
대한사고개발학회 (The Korean Association For Thinking Development)|2020.08|사고개발 (Korean Journal of Thinking Development)|제16권 제2호|pp. 1-29|DOI https://doi.org/10.51636/JOTD.2020.08.16.2.1

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키워드

학습전략Learning StrategyAchievement Goal Orientation성취목표지향역량의 착각Illusion of Competence학습판단Judgment of Learning(JOL)

초록

이 연구의 목적은 중국 여대생을 대상으로 10가지 학습전략에 대한 실제 사용정도와 효과성 판단 정도 간의 차이를 비교하여 역량의 착각 현상을 밝히고, 성취목표지향과 학습전략별 효과성 판단 정도가 학습전략의 사용정도에 어떤 영향을 끼치는지를 검증하는 것이다. 역량의 착각 현상을 규명하기 위해 10점 리커트 척도를 이용하여 213명을 대상으로 사용정도와 효과성 판단 정도를 조사했으며, 두 가지 성취목표지향유형으로 분류된 122명을 대상으로 학습전략의 효과성 판단 정도와 성취목표지향유형이 학습전략의 사용정도에 끼치는 효과를 중다회귀분석을 이용하여 분석하였다. 연구결과, 국내외 관련 선행연구 결과와 일치하는 역량의 착각 현상을 확인했고, 두 목표지향유형에서 효과성을 더 높게 판단하는 경우는 성공지향은 6개 전략, 실패회피는 2개 전략이었고, 효과성과 사용정도를 동일하게 판단한 경우는 각각 3개, 8개 전략이었다. 유일하게 ‘강조/밑줄긋기’ 전략만 성공지향유형에서 사용정도가 효과성 판단 정도 보다 더 높았다. 그리고 성취목표유형이 학습전략의 사용정도에 끼치는 효과는 유용성 ‘하’전략인 ‘강조/밑줄긋기’ 전략에서만 유의미한 것으로 확인되어 그 효과가 미미함이 밝혀졌다. 끝으로, 학생들에게 만연한 ‘역량의 착각’ 현상을 해소하기 위해 학습전략의 효과성에 대한 체계적인 지식과 기능을 제공해야 함을 강조했다.

Abstract

The purpose of this study was to identify illusion of competence among Chinese female college students by comparing the gap between their actual use and their judgment of 10 major learning strategies using a 10 point Likert scale. In addition, the study was to examine the effects of students’ achievement goal orientation and judgment of learning strategies on their actual use. 213 students were additionally separated into two groups with success approach and failure avoidance goal orientations, by an achievement goals questionnaire. Multiple regression analysis was used to estimate the effects of goal orientation and judgment of strategy’s effectiveness on actual use of each learning strategy. The results showed that the students suffered from the illusion of competence on judgments of learning strategies. Particularly, they severely overestimated all five low utility strategies. There were significant differences between judgment of effectiveness and their actual use of learning strategies except highlighting/underlining. They scored less effective learning strategies higher than their actual use or benefit. Students with approach-oriented goals tended to estimate the effectiveness of learning strategies higher than their actual use except highlighting/underlining, interleaved practice, rereading, and imagery for text. Particularly, they used highlighting/underlining more frequently than the avoidance-oriented students. Students with avoidance-oriented goals were likely to judge the effectiveness of retrieval practice and elaborative interrogation higher than their actual use, but there were no differences between effectiveness and actual uses except those strategies. This study emphasized the necessity of providing systematic knowledge and skills about various learning strategies and effectiveness.

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