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자기효능감과 성취목표의 인과적 선행성에 관한 종단연구

Longitudinal Investigation on Causal Predominance Between Self-Efficacy and Achievement Goal

송주연|봉미미|노아름|황아름
한국교육방법학회 (The Korean Journal Of Educational Methodology Studies)|2011.02|교육방법연구 (The Korean Journal of Educational Methodology Studies)|제23권 제1호|pp. 213-233|DOI 10.17927/tkjems.2011.23.1.213

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참고문헌

키워드

인과관계자기효능감achievement goalautoregressive cross-lagged modeling성취목표자기회귀교차지연분석elf-efficacycausal predominance
주제분류교육학

초록

이 연구에서는 자기효능감과 성취목표 중 어떤 변인이 인과적으로 선행하는지를 밝히고, 더불어 성취목표들 사이의 관계 역시 시간의 흐름에 따라 어떻게 변화하는지를 알아보고자 하였다. 이를 위해 층화군집무선추출법(stratified cluster random sampling)으로 수집된 한국교육종단연구 자료를 이용하여 자기회귀교차지연분석을 실시하였다. 최종 분석은 중학교 2학년에서부터 고등학교 1학년까지 3개년도에 걸쳐 수집된 5,880명(남학생 3,064명, 여학생 2,816명)을 대상으로 하였다. 자기효능감이 성취목표와 나타내는 종단관계를 분석한 결과, 숙달목표와는 정적 상호호환관계(reciprocal relationship)를, 수행회피목표와는 부적 상호호환관계를 보였다. 이러한 결과는 이들 구인 중 특정 변인이 반드시 선행한다기보다는 서로 영향을 주고받는다는 것을 보여준다. 그러나 자기효능감과 수행접근목표의 경우, 중학교 2학년 시기의 자기효능감이 중학교 3학년 시기의 수행접근목표를 예측하였을 뿐, 다른 유의한 예측관계는 관찰되지 않았다. 시간의 흐름에 따른 성취목표 간 종단관계의 경우, 숙달목표와 수행접근목표 사이에서 정적 상호호환관계가 관찰되었으며, 전년도 수행접근목표는 일관적으로 차년도 수행회피목표의 정적 예측변인으로 작용하였다.

Abstract

We examined the causal predominance between self-efficacy and achievement goals, along with longitudinal relationships among different achievement goals. Autoregressive cross-lagged modeling was performed, using nationally representative data from the Korea Education Longitudinal Study (KELS). A total of 6,908 students in Grades 8, 9, and 10 responded to the same survey in 2006, 2007, and 2008. Over the 3-year period, self-efficacy and mastery goal showed a positive reciprocal relationship, whereas self-efficacy and performance-avoidance goal showed a negative reciprocal relationship. This finding suggests that these constructs reciprocally affect each other rather than one being causally predominant over the other. In contrast, self-efficacy and performance-approach goal did not demonstrate such reciprocal causality. Only the self-efficacy assessed in Grade 8 was able to predict the performance-approach goal assessed in Grade 9. In terms of the longitudinal relationships among achievement goals, there existed a positive reciprocal relationship between mastery goal and performance-approach goal. Performance-approach goal was also a consistent positive predictor of performance-avoidance goal assessed in subsequent years over the 3-year period.

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