대학생 토익성적 변화에 따라 나타나는 학습동기와 학업적 자기효능감 양상 분석
Aspects of Motivation and Self-efficacyDepending on Academic Performances in TOEIC
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The purpose of this study is to identify some aspects of the learning motivation and academic self-efficacy between university student groups with different academic performances. The collected data are the results of the two TOEIC tests the 166 students have taken, and the questionnaires on the learning motivation and the academic self-efficacy from them. The independent variables have two factors. One is the students whose TOEIC scores have risen in the second test. The other is the students whose TOEIC scores have dropped. The dependent variables are the learning motivation and the academic self-efficacy of the students. The essential data were analyzed by way of the independent two samples test to make a comparison of the learning motivation and the academic self-efficacy between the improved grades of one group and the decreased grades of the other group. The results show that the improved grades are an effect of higher learning motivation and academic self-efficacy on the part of the students. All of the sub-categories, among the four sub-categories of the motivation show that the two groups have statistically meaningful differences. Among the three sub-categories of the academic self-efficacy, all sub-categories, except the ‘self-confidence’ show that the two groups have statistically meaningful differences.
Abstract
The purpose of this study is to identify some aspects of the learning motivation and academic self-efficacy between university student groups with different academic performances. The collected data are the results of the two TOEIC tests the 166 students have taken, and the questionnaires on the learning motivation and the academic self-efficacy from them. The independent variables have two factors. One is the students whose TOEIC scores have risen in the second test. The other is the students whose TOEIC scores have dropped. The dependent variables are the learning motivation and the academic self-efficacy of the students. The essential data were analyzed by way of the independent two samples test to make a comparison of the learning motivation and the academic self-efficacy between the improved grades of one group and the decreased grades of the other group. The results show that the improved grades are an effect of higher learning motivation and academic self-efficacy on the part of the students. All of the sub-categories, among the four sub-categories of the motivation show that the two groups have statistically meaningful differences. Among the three sub-categories of the academic self-efficacy, all sub-categories, except the ‘self-confidence’ show that the two groups have statistically meaningful differences.
참고문헌 (46)
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