본문 바로가기
KERD
논문KCI 등재

대학생의 조절목표, 성취목표, 조절전략, 학업성취간의 구조적 관계

The Relationship between College Students’ Regulatory Goals, Achievement Goals, Regulatory Strategies, and Academic Achievement

이현주
한국교육개발원 (KEDI)|2010.10|한국교육 (THE JOURNAL OF KOREAN EDUCATION)|제37권 제3호|pp. 135-162|DOI 10.22804/jke.2010.37.3.006

1

조회

0

다운로드

14

인용

0

참고문헌

키워드

성취목표지향성achievement goals조절목표조절전략regulatory goalsregulatory strategies
주제분류교육학

초록

본 연구의 목적은 조절목표와 성취목표, 조절전략, 학업성취간의 구조적 관계를 확인하는 것으로, 조절목표가 학업의 성취목표에 주는 영향, 조절목표가 성취목표 및 조절 전략을 매개로 학습결과에 주는 영향, 성취목표가 조절전략 및 학습 성취에 미치는 영향 등을 탐색하였다. 조절목표는 바람직한 결과에 접근하려는 향상목표와 바람직하지 않은 결과를 회피하려는 예방목표로 구분되며, 성취목표는 숙달목표, 수행접근목표, 수행회피목표로 나누어진다. 조절전략은 목표 성취를 위하여 사용하는 전략으로 이득과 성공을 가져오는 것에 민감한 향상전략과 손실과 실패를 회피하려는 예방전략으로 나누어진다. 본 연구는 서울 소재 사립대학에서 교직과목을 수강하는 대학생 201명을 대상으로 조절목표 유형 검사, 성취목표지향성 검사, 조절전략사용 검사를 실시하였고 학업성취 자료를 수집하였다. 구조방정식을 사용한 본 연구결과는 다음과 같다. 첫째, 향상목표는 숙달목표와 수행접근목표에, 예방목표는 수행회피목표에 정적으로 유의한 영향을 주었다. 둘째, 향상목표는 향상전략 및 예방전략에 유의하게 정적인 영향을 준 반면, 예방목표는 예방전략에만 유의한 정적 영향을 주는 것으로 나타났다. 셋째, 숙달목표와 수행접근목표는 모두 향상전략에만 유의하게 정적인 영향을 주었고 수행회피목표는 향상 및 예방전략 모두에 유의한 영향을 나타내지 않았다. 넷째, 향상전략은 학업성취에 유의하게 정적인 영향을 미쳤으나 예방전략은 학업성취에 유의한 영향을 주지 않았다. 또한, 조절목표 및 성취목표 모두 향상전략을 매개로 학업성취에 유의한 정적 영향을 미치는 것으로 나타났다. 본 연구결과를 바탕으로 목표 유형에 대한 이론적 함의, 교육현장에 대한 시사점, 향후 목표 연구에 대한 제언 등을 논의하였다.

Abstract

The purpose of the study was to investigate the relationship between regulatory goals, achievement goals, regulatory strategies, and academic achievement. Specifically, the effects of regulatory goals on achievement goals, regulatory strategies and academic achievement, the effects of achievement goals on regulatory strategies and academic achievement, and the effects of regulatory strategies on academic achievement were examined. Regulatory goals includes promotion goals to gain a desired state, and prevention goals to avoid undesired consequences. Achievement goals includes mastery goals, performance approach goals, and performance avoidance goals. Regulatory strategies includes promotion strategies and prevention strategies. 201 undergraduates from Seoul participated in this study. They responded to questionnaires about regulatory goals, achievement goals, regulatory strategies and academic achievement. Structural equation model analysis suggested that promotion goals had significant effects on mastery goals and performance approach goals, and prevention goals had significant effects on performance avoidance goals. In addition, promotion goals positively predicted promotion strategies and prevention strategies. However, prevention goals only positively predicted prevention strategies. Also, achievement goals, mastery goals and performance approach goals positively affected only promotion strategies but not prevention strategies. Finally, promotion strategies positively affected academic achievement but not prevention strategies. Promotion strategies mediated the effect of regulatory goals and achievement goals on academic achievement. The implications for goal theory, classroom organization, and future research were discussed.

참고문헌 (55)

  1. 권성연, "2x2 성취목표지향성과 자기조절학습의 관계", 교육공학연구, 24(1), pp.213~240 (2008), 한국교육공학회
  2. 김형수, "학습자 특성 및 적용 영역별 인지학습전략의 효과", 교육과학연구, 37(2), pp.43~74 (2006), 교육과학연구소
  3. 김아영, "학업동기: 이론과 적용" (2010), 학지사
  4. 박승호, "초등아동의 자기조절학습에 관여하는 인지 및 동기의 개인차 연구", 교육심리연구, 13(4), pp.425~454 (1999)
  5. 양명희, "2*2 성취목표지향성과 자기조절학습과의 관련성 검토", 교육심리연구, 20(3), pp.745~764 (2006), 한국교육심리학회
  6. 이지연, "사회적 지원이 개인 안녕과 이타성에 미치는 영향", 박사, pp.2005
  7. 최병연, "목표지향성이 성취관련 신념과 노력에 미치는 영향", 한국교육, 28(1), pp.164~180 (2001), 한국교육개발원
  8. 한순미, "중다목표관점에서의 성취목표와 자기조절 학습전략 사용간의 관계", 교육심리연구, 17(3), pp.291~312 (2003), 한국교육심리학회
  9. 홍세희, "구조 방정식 모형의 적합도 지수 선정기준과 그 근거", 한국심리학회지 임상, 19(1), pp.161~177 (2000), 한국임상심리학회
  10. Ablard, K. E., "Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender", Journal of Educational Psychology, 90(1), pp.94~101 (1998)
  11. Alderman, M. K., "Motivation for achievement: possibilities for teaching and learning (3 ed.)" (2008), Routledge
  12. Ames, C., "Classrooms: Goals, structures, and student motivation", Journal of Educational Psychology, 84(3), pp.261~271 (1992)
  13. Anderman, E. M., "Motivation and strategy use in science: Individual differences and classroom effects", Journal of Research in Science Teaching, 31, pp.811~831 (1994)
  14. Brodscholl, J. C., "Strategies of self-regulation in goal attainment versus goal maintenance", European Journal of Social Psychology, 37(4), pp.628~648 (2007)
  15. Chau, P. Y. K., "An empirical investigation on factors affecting the acceptance of CASE by systems developers", Information & Management, 30(6), pp.269~280 (1996)
  16. Dweck, C. S., "A social-cognitive approach to motivation and personality", Psychological Review, 95(2), pp.256~273 (1988)
  17. Elliot, A. J., "A hierarchical model of approach and avoidance achievement motivation", Journal of Personality and Social Psychology, 72(1), pp.218~232 (1997)
  18. Elliot, A. J., "Approach and avoidance motivation in the social domain", Personality and Social Psychology Bulletin, 32(3), pp.378~391 (2006)
  19. Elliot, A. J., "Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis", Journal of Personality and Social Psychology, 70(3), pp.461~475 (1996)
  20. Elliot, A. J., "A 2 × 2 achievement goal framework", Journal of Personality and Social Psychology, 80(3), pp.501~519 (2001)
  21. Elliot, A. J., "On the measurement of achievement moals: Critique, illustration, and application", Journal of Educational Psychology, 100(3), pp.613~628 (2008)
  22. Freitas, A. L., "Regulatory fit and resisting temptation during goal pursuit", Journal of Experimental Social Psychology, 38(3), pp.291~298 (2002)
  23. Grimm, L. R., "Differential effects of regulatory fit on category learning", Journal of Experimental Social Psychology, 44(3), pp.920~927 (2008)
  24. Harackiewicz, J. M., "Rethinking achievement goals: When are they adaptive for college students and why?", Educational Psychologist, 33(1), pp.1~21 (1998)
  25. Harackiewicz, J. M., "Revision of achievement goal theory: Necessary and illuminating", Journal of Educational Psychology, 94, pp.638~645 (2002)
  26. Higgins, E. T., "Making a good decision: Value from fit", American Psychologist, 55(11), pp.1217~1230 (2000)
  27. Higgins, E. T., "Promotion and prevention: Regulatory focus as a motivational principle", Advances in Experimental Social Psychology, 30, pp.1~46 (1998)
  28. Higgins, E. T., "Beyond pleasure and pain", American Psychologist, 52(12), pp.1280~1300 (1997)
  29. Higgins, E. T., "Self-discrepancy: A theory relating self and affect", Psychological Review, 94(3), pp.319~340 (1987)
  30. Higgins, E. T., "Ideal versus ought predilections for approach and avoidance distinct self-regulatory systems", Journal of Personality and Social Psychology, 66(2), pp.276~286 (1994)
  31. Higgins, E. T., "Self-discrepancies and biographical memory: Personality and cognition at the level of psychological situation", Personality and Social Psychology Bulletin, 18, pp.527~535 (1992)
  32. Higgins, E. T., "Do self attributes form a cognitive structure?", Social Cognition, 6, pp.177~207 (1988)
  33. Keller, J., "Regulatory fit and cognitive performance: The interactive effect of chronic and situationally induced self-regulatory mechanisms on test performance", European Journal of Social Psychology, 36(3), pp.393~405 (2006)
  34. Kishton, J. M., "Unidimensional versus domain representative parceling of questionnaire items: An empirical example", Educational and Psychological Measurement, 54(3), pp.757~765 (1994)
  35. Lockwood, P., "Motivation by positive or negative role models: Regulatory focus determines who will best inspire us", Journal of Personality and Social Psychology, 83(4), pp.854~864 (2002)
  36. Martin, L. L., "Toward a motivational and structural theory of ruminative thought. in: Unintended Thought", pp.306~326 (1989), Guilford Press
  37. MacCallum, R. C., "Sample size in factor analysis: The role of model error", Multivariate Behavioral Research, 36(4), pp.611~637 (2001)
  38. Meece, J. L., "A pattern analysis of students' achievement goals", Journal of Educational Psychology, 85, pp.582~590 (1993)
  39. Middleton, M. J., "Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory", Journal of Educational Psychology, 89(4), pp.710~718 (1997)
  40. Miller, D. C., "Adolescents' decision making in social situations: A self-regulation perspective", Journal of Applied Developmental Psychology, 22(3), pp.237~256 (2001)
  41. Pajares, F., "Relation between achievement goals and self-beliefs of middle school students in writing and science", Contemporary Educational Psychology, 25(4), pp.406~422 (2000)
  42. Patrick, H., "Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement", Journal of Educational Psychology, 99(1), pp.83~98 (2007)
  43. Pekrun, R., "Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance", Journal of Educational Psychology, 101(1), pp.115~135 (2009)
  44. Pintrich, P. R., "Multiple goals, multiple pathways: The role of goal orientation in learning and achievement", Journal of Educational Psychology, 92(3), pp.544~555 (2000)
  45. Pintrich, P. R., "The role of goal orientation in self-regulated learning", pp.451~502 (2000), Academic Press
  46. Pintrich, P. R., "Motivational and self-regulated learning components of clasroom academic performance", Journal of Educational Psychology, 82, pp.33~40 (1989)
  47. Pintrich, P. R., "Student goal orientation and self-regulation in college classroom. in: Advances in motivation and achievement: Goals and self-regulatory processes. Vol. 7", pp.371~402 (1991), JAI Press
  48. Preacher, K. J., "Asympotic and resampling 'procedures for assessing and comparing indirect effects in multiple mediator models", Behavior Research Methods, 40, pp.879~891 (2008)
  49. Shah, J. Y., "Performance incentives and means: How regulatory focus influences goal attainment", Journal of Personality and Social Psychology, 74(2), pp.285~293 (1998)
  50. Taylor, S., "Understanding information technology usage: A test of competing models", Information System Research, 6(2), pp.144~176 (1995)
  51. Turner, J. C., "The classroom environment and students' reports of avoidance strategies in mathematics: Amultimethod study", Journal of Educational Psychology, 94(1), pp.88~106 (2002)
  52. Urdan, T., "Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture", Journal of Educational Psychology, 96(2), pp.251~264 (2004)
  53. Valle, A., "Multiple goals, motivation and academic learning", British Journal of Educational Psychology, 73, pp.71~87 (2003)
  54. Wolters, C. A., "The relation between goal orientation and students' motivational beliefs and self-regulated learning", Learning and Individual Differences, 8(3), pp.211~238 (1996)
  55. Zimmerman, B. J., "Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use", Journal of Educational Psychology, 82(1), pp.51~59 (1990)

관련 논문AI추천

성취목표지향 프로파일에 따른 자기조절학습과 학업성취의 차이분석김유진교육연구소 · 교육연구논총2011 · 제32권 제1호2x2 성취목표지향성과 자기조절학습의 관계권성연한국교육공학회 · 교육공학연구2008 · 제24권 제1호고등학생들의 성취목표와 학업정서의 관계권대훈대한사고개발학회 · 사고개발2020 · 제16권 제3호성취목표, 학습전략, 행동전략의 유형과 학업성취의 관계이순영, 임효진초등교육연구원 · 한국초등교육2019 · 제30권 제2호청소년의 성취목표지향성과 자기조절학습의 관계에서 학업적 자기효능감의 종단적 매개효과강승희, 이진령인지발달중재학회 · 인지발달중재학회지2023 · 제14권 제2호대학 수업 평가환경에 따른 성취목표의 차이와 유능감과의 관계윤미선한국교육방법학회 · 교육방법연구2013 · 제25권 제1호

이 간행물의 다른 논문 (9건)

중3 학부모의 고등학교 선택 동기 결정요인김정숙, 백병부pp. 5-27청소년의 학업부정행위와 관련 변인 연구허정경pp. 29-53초등학교 교원의 교과서에 대한 인식과 평가남수경pp. 55-76국제결혼가정 초등학생의 학교적응에 영향을 미치는 변인들 간의 구조적 관계 분석김혜원, 이해영, 이재분pp. 77-103DEA와 Tobit모형을 활용한 충청북도 일반계고등학교 효율성 분석김민희pp. 105-133
원문 보기