대학생의 피드백 추구 행동과 학업성취와의 관계: 피드백 추구 동기 및 자기성찰의 역할
Relationships of College Students’ Feedback Seeking Behavior with their Feedback Seeking Motive, Self-Reflection and Academic Achievement
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본 연구의 목적은 대학생의 피드백 추구 행동과 학업성취와의 관계에서 피드백 추구 동기와자기성찰의 역할을 탐색하는 것이다. 피드백 추구 행동은 간접적으로 정보를 획득하는 모니터링과타인에게 직접적으로 정보를 얻는 질문으로 정의하였고, 이러한 피드백 추구 행동을 중심으로선행되는 피드백 추구 동기와 후속되는 자기성찰이 피드백 추구 행동과 학업성취와의 관계에서어떠한 역할을 하는지 살펴보았다. 연구대상은 D지역에 소재하는 A대학교에 재학 중인 총 303명의대학생이며 구조방정식모형 분석을 통하여 변인들 간의 구조적 관계를 살펴보았다. 분석 결과, 첫째피드백 추구 동기 유형에 따라 피드백 추구 행동은 차별적인 양상을 보였다. 즉, 자신의 이미지를강화하려는 이미지 관리 동기 보다는 자신의 능력을 향상하고자 하는 도구적 동기가 강할수록 더빈번한 피드백 추구 행동을 하는 것으로 나타났다. 둘째, 피드백 추구 행동은 자기성찰을 통해학업성취에 간접적인 영향을 주었으며 피드백 추구 행동과 학업성취의 직접경로는 통계적으로유의하지 않았다. 셋째, 피드백 추구 동기가 도구적 동기 일 때, 피드백 추구 행동과 자기성찰을매개로 학업성취에 유의한 간접효과를 보였다. 이를 통해 피드백 추구 행동이 학업성취에 미치는효과가 피드백 추구 동기 및 자기성찰에 따라서 차별성을 갖는 것을 확인하였으며 대학생들의피드백 활용 과정에 이들의 중요성 및 필요성을 논의하였다.
Abstract
The purpose of this study is to explore the role of college students’ feedback-seeking motives and self-reflection in the relationship between their feedback-seeking behavior and academic achievement. Feedback-seeking behavior was defined as monitoring information in indirect ways or directly asking for information from others. In the feedback-seeking behavior process, the roles of the preceding feedback-seeking motives and subsequent self-reflection were examined in the relationship between feedback-seeking behavior and academic achievement. This research was conducted on a total of 303 undergraduates in one college located in D city, Korea. A structural equation modeling analysis was used to investigate the structural relationships among the variables. According to the results, the types of motives for seeking feedback had discriminating effects on feedback-seeking behavior. It was found that learners with the instrumental motive for seeking feedback to improve their abilities were more frequently involved in feedback-seeking behavior than ones with the image management motive for enhancing their image. Second, the feedback-seeking behavior influenced academic achievement through self-reflection, but its direct effects were not statistically significant. Third, the instrumental feedback-seeking motive showed a more positive effect on academic achievement through feedback seeking behavior and self-reflection, compared to the image management motive. Finally, the importance and necessity of feedback seeking behavior for college students’ learning was discussed in terms of the students' feedback utilization process.
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