학생들의 자기효능감과 성취목표 형성에 영향을 미치는 교사의 말과 행동
Teachers’ Comments and Behaviors that Influence Students’ Self-Efficacy and Achievement Goal Formation
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학생들의 동기에 결정적인 영향을 미치는 교사의 말과 행동에는 어떤 것들이 있는지를 알아보기 위해 서울 시내 여자 고등학교 학생 52명을 대상으로 반구조화 된 인터뷰를 실시하였다. 여러 동기구인 중 특히 학생들의 적응적 학습과정 및 결과와 밀접한 관련이 있다고 알려진 자기효능감과 성취목표를 중심으로 이들 동기구인에 영향을 미치는 교사의 구체적인 말과 행동이 무엇인지를 조사하고, 기존 이론에서 설명하는 동기구인의 형성요인과 일치하는지를 확인하였다. 또한 학생들이 일반적으로 선호하는 교사의 말과 행동에 대해 질문함으로써, 자기효능감과 성취목표에 영향을 미치는 교사의 말과 행동에 비해 어떤 차이점과 공통점을 지니는지 알아보았다. 학생들의 응답을 분석한 결과, 각 동기구인의 형성과 관련된 교사의 구체적인 말과 행동은 해당 이론에서 주장하는 동기구인의 발생요인과 대체로 일치하였다. 학생들은 교사의 말과 행동 중 성적을 강조하거나, 차별대우, 상대적 비교, 처벌을 특히 싫어하였으며, 이들은 학생들의 자기효능감을 저하시킬 뿐 아니라 학생들로 하여금 수행목표를 추구하게 만드는 것으로 밝혀졌다. 부정적인 동기를 유발시키는 교사의 말과 행동이 비교적 중복되는 반면, 자기효능감을 증진시키거나 숙달목표를 추구하게 만드는 등 긍정적인 동기를 유발시키는 교사의 말과 행동은 각 동기구인에 따라 조금씩 다른 양상을 보였다.
Abstract
The purpose of this study was to investigate the relationships between teachers’ specific discourse and behaviors with students’ motivation. Data were collected from fifty two Korean high school girls using semi-structured interviews. Because self-efficacy and achievement goals are known to play particularly important roles in students’ adaptive learning processes in school, we aimed to identify specific comments and behaviors of teachers that affect students’ academic self-efficacy and achievement goal adoption. We were also interested in validating the motivational mechanisms suggested by each of the theories with students’ responses. By asking students about the comments and behaviors of teachers they generally like or dislike, we were able to examine the degree of commonality between these responses and those related to particular motivational constructs. Students’ responses were largely consistent with previous findings as well as the mechanisms delineated by each theory. Students reported that they disliked teachers’ comments that put excessive emphasis on grades, preferential treatment of students by test scores, public comparison of students’ performances, and punishment without a clear explanation on the reasons why. Not only these are the comments and behaviors of teachers most disliked by the students, they were also mentioned as the comments and behaviors that lowered students’ self-efficacy and led them to adopt performance goals in achievement contexts. Whereas students’ responses on the comments and behaviors they disliked, lowered their self-efficacy, and led them to performance goals showed remarkable consistency, those regarding more positive aspects of teachers’ discourse and behaviors varied substantially across questions. Students listed different comments and behaviors as the ones they generally preferred, that increased their self-efficacy, or that encouraged them to pursue mastery goals in learning situations.
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