부모의 암묵적 지능이론이 부모의 과정/결과지향 교육관과 자녀의 암묵적 지능이론 및 목표지향성에 미치는 영향
The Influence of Parents’ Implicit Theory of Intelligence on Process/Result Oriented Education Beliefs, Children’s Implicit Theory of Intelligence, and Children’s Goal Orientations
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
본 연구는 부모의 암묵적 지능이론이 부모의 과정/결과지향 교육관, 자녀의 암묵적 지능이론 및 목표지향성에 미치는 영향의 구조적 관계를 파악하였다. 구조방정식모형을 적용하여 자료를 분석한 결과, 부모의 암묵적 지능증가신념은 과정지향 교육관과 정적으로 유의한 관계를 가지고 결과지향 교육관과는 매우 낮은 부적 관계를 가지는 것으로 나타났다. 부모의 암묵적 지능증가신념은 자녀의 암묵적 지능증가신념에 긍정적인 영향을 미쳤으나, 이 두 변인 간 과정/결과지향 교육관의 매개효과는 유의하지 않았다. 또한 부모의 암묵적 지능증가신념은 자녀의 숙달접근 목표와 수행접근 목표에 대해 직접 및 자녀의 지능증가신념을 매개로 하여 정적 영향을 미쳤으며, 자녀의 지능증가신념을 완전 매개로 하여 수행회피 목표를 낮추는 것으로 나타났다. 부모의 지능증가신념은 자녀의 수행접근 목표를 높이는 정적 효과를 갖는 동시에, 약하기는 하지만 결과지향 교육관의 매개효과로 인하여 결과지향 교육관을 낮추어 수행접근 목표를 낮추는 영향을 미쳤다. 연구결과를 바탕으로 자녀가 바람직한 암묵적 지능이론과 목표지향성을 함양하기 위해서는 부모의 지능증가신념을 도모할 필요가 있다는 결론을 내렸다.
Abstract
This study investigates the possible influence of parents' implicit theories of intelligence on their process/result‐oriented education beliefs, and their children's implicit theories of intelligence and goal orientations. To explore these relationships, the study surveys 730 middle school students. The Structural Equation Model of the study showed that the parents' incremental theory of intelligence has a positive effect on process‐oriented education beliefs and a negative effect on result‐oriented education beliefs. The parents' incremental theory of intelligence has a positive effect on children's incremental theory of intelligence, but the parents' process/result‐oriented education beliefs have no significant mediation effects between them. The parents' incremental theory of intelligence also has positive effects on children's mastery‐approach goal and performance‐approach goal via the direct effects as well as mediation effects of children's incremental theory of intelligence. The parents' incremental theory of intelligence has effects of decreasing performance avoidance goal via the complete mediation effects of children's incremental theory of intelligence. Based on these results, the study emphasizes the importance of fostering the parents' incremental theory of intelligence.
참고문헌 (27)
- 김명숙, "초등학교 고학년 학생의 영어학습동기 탐색 : 목표지향성, 학업정서 및 교사의 자율성 지지와의 관계를 중심으로", 초등교육연구, 23(2), pp.335~360 (2010), 한국초등교육학회
- 김지경, "자기구실 만들기 : 지능에 대한 신념 및 목표성향, 노력", 결과중심의 부모 양육태도의 영향, 2008, pp.22(1), 99~114[DOI]
- 중학생 영재의 지적･정의적 특성에 따른 효과적인 교수학습 전략 탐색, "김미숙", 한국교육개발원, ~ (2004)
- 안도희, "초·중·고등학생의 지적능력에 대한 신념에 영향을 미치는 환경적 특성 변인 탐색", 교육학연구, 46(1), pp.173~202 (2008), 한국교육학회
- Arbuckle, J. L., "AMOS 4.0 user’s guide" (1999), Small Waters corporation
- Baron, R. M., "The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations", Journal of Personality and Social Psychology, 51(6), pp.1173~1182 (1986)
- Bandura, M., "The relationship of conceptions of intelligence and achievement goals to achievement-related cognition, affect, and behavior" (1985), Havard University
- Barron, K. E., "Achievement goals and optimal motivation: Testing multiple goal models", Journal of Personality and Social Psychology, 93, pp.23~34 (2001)
- Blackwell, L. S., "Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention", Child Development, 78(1), pp.246~263 (2007)
- Church, M. A., "Perception of classroom environment, achievement goals, and achievement outcomes", Journal of Educational Psychology, 93, pp.43~54 (2001)
- Dupeyrat, C., "Implicit theories of intelligences, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults", Contemporary Educational Psychology, 30(1), pp.43~59 (2005)
- Dweck, C. S., "Self-theories : Their role in motivation, personality and development" (2000), Psychology Press
- Dweck, C. S., "A social-cognitive approach to motivation and personality", Psychological Review, 95, pp.256~276 (1988)
- Elliot, A. J., "Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis", Journal of Personality and Social Psychology, 70, pp.461~475 (1996)
- Elliot, A. J., "Achievement goals, study strategies, and exam performance: A mediational analysis", Journal of Educational Psychology, 91, pp.549~563 (1999)
- Greene, B. A., "Influences on achievement: Goals, perceived ability, and cognitive engagement", Contemporary Educational Psychology, 21, pp.181~192 (1996)
- Harackiewicz, J. M., "Rethinking achievement goals: When are they adaptive for college students and why", Educational Psychologist, 33, pp.1~21 (1998)
- Henderson, V., "Achievement and motivation in adolescence: A new model and data, In At the threshold: The developing adolescent" (1990), Harvard University Press
- Jacobs, J. E., "The Impact of Mothers’ Gender-Role Stereotypic Beliefs on Mothers’ and Children’s Ability Perceptions", Journal of Personality & Social Psychology, 63(6), pp.932~944 (1992)
- Kline, R. B., "Principle and practice of structural equation modeling(3rd ed.)" (2011), Guilford Press
- Leondari, A., "Implicit theories, goal orientations, and perceived competence Impact on students’ achievement behavior", Psychology in the Schools, 39(3), pp.279~291 (2002)
- Little, R. J. A., "Statistical Analysis with Missing Data" (2002), Wiley-Interscience
- Midgley, C., "Manual for the Patterns of Adaptive Learning Scales(PALS)" (2000), University of Michigan
- Molden, D, C., "Finding meaning in psychology; A lay theories approach to self-regulation, social perception, and social development", American Psychologist, 61(3), pp.192~203 (2006)
- Nussbaum, D., "Self-theories and modes of self-esteem maintenance" (2005), Stanford University
- Sobel, M. E., "Asymptotic confidence intervals for indirect effects in structural equation models, In Sociological methodology", pp.290~312 (1982), Jossy-Bass
- Stipek, D., "Children’s beliefs about intelligence and school performance", Journal of Educational Psychology, 88(3), pp.397~407 (1996)