인지행동적 숙달목표향상 프로그램이 목표지향성, 학업적 자기효능감 및 학업적 실패내성에 미치는 효과
The Effects of the Cognitive Behavioral Mastery Goal Improvement Program on Goal Orientation, Academic Self-Efficacy, and Academic Failure Tolerance
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
본 연구는 인지행동적 숙달목표향상 프로그램이 중학생의 목표지향성, 학업적 자기효능감 및 학업적 실패내성에 미치는 효과를 알아보고자 하였다. 전북의 U중학교와 H중학교에 재학 중인 중학생 44명이 실험에 참여하였으며 실험에 참가한 학생들은 실험집단과 통제집단에 각각 22명씩 무선할당되었다. 인지행동적 숙달목표향상 프로그램은 총 10회기로 2일 동안 실시되었고 4주 후에 추후검사를 실시하였다. 그 결과 인지행동적 숙달목표향상 프로그램 집단은 숙달목표가 사후에 증가하였으나 추후에 유지되지 않았다. 인지행동적 숙달목표향상 프로그램 집단의 학업적 자기효능감과 학업적 실패내성은 유의하게 증가하였으나 통제집단에서는 아무런 변화가 나타나지 않았다. 마지막으로, 본 연구의 의의와 한계점 및 후속연구를 위한 제안점이 논의되었다.
Abstract
The purpose of this study is to explore the effects of the Cognitive Behavioral Mastery Goal Improvement Program on goal orientation, academic self-efficacy, and academic failure tolerance. Forty four students of U and H middle school in Iksan city were participated. Students who agreed to participated in this study were randomly assigned to 22 in the treatment group and to 22 in the control group. Cognitive Behavioral Mastery Goal Improvement Program were conducted total 10 sessions in 2 days. Then 4 weeks later, follow-up were administered. The result of this study, treatment group was increased at post test on mastery goal, but was not continued at follow-up. Cognitive Behavioral Mastery Goal Improvement Program group's academic self-efficacy, and academic failure tolerance were significantly increased, but not significant in the control group. Finally, the implications and limitations of this study and suggestions for future study were also discussed.
참고문헌 (41)
- 가인영, "목표지향성과 학업적 자기효능감 및 학업성취도와의 관계", 석사, pp.2002
- 김계현, "학교상담과 생활지도" (2000), 학지사
- 김동원, "중학생을 위한 학업상담 프로그램의 개발과 효과", 박사, pp.2008
- 김아영, "학업동기 척도 표준화 연구", 교육평가연구, 15(1), pp.157~184 (2002), 한국교육평가학회
- 김아영, "학업성취도에 대한 지능과 동기변인들의 상대적 예측력", 교육심리연구, 15(4) (2001)
- Web을 활용한 청소년 심리검사 프로그램 개발, "김태성", 한국청소년상담원, ~ (2001)
- 김형태, "청소년 학업상담" (1996), 청소년대화의 광장
- 남지연, "자기효능감,목표지향성,자기조절학습전략 및 학업 성취도 와의 관계", 석사, pp.2006
- 이상욱, "숙달목표지향성 프로그램이 목표지향성과 자기효능감 및 학업성취도에 미치는 효과", 석사, pp.2007
- 이주화, "학업적 성취목표지향성 척도 개발 및 구인 타당도 검증", 석사, pp.2004
- 정윤경, "목표 지향성이 실패 경험 후 아동의 성취행동에 미치는 영향", 한국심리학회지: 발달, 20(2), pp.185~203 (2007), 한국심리학회 산하 한국발달심리학회
- 주지은, "학습자의 동기적 특성과 학업 성취간의 관계", 석사, pp.1999
- 채고은, "반복적인 실패상황에서 차별적 중요성과 실패내성이 자아존중감에 미치는 영향", 석사, pp.2005
- 하호조, "숙달지향성 프로그램이 숙달지향성과 학업성취도에 미치는 영향", 석사, pp.2003
- 황매향, "학업상담" (2008), 학지사
- Abramson, L. Y., "Learned helplessness in humans: Critique and reformulation", Journal of Abnormal Psychology, 78 (1978)
- Ames, C., "Classroom: Goals, Structures", Journal of Educational Psychology, 84 (1992)
- Ames, C., "Achievement goals in the classroom; student's learning strategies and motivation process", Journal of Educational Psychology, 80(3) (1988)
- Bandura, A., "Social foundations of thought and action: A social cognitive theory" (1986), Prentice-Hall
- Bandura, A., "Self-efficacy: The exercise of control" (1997), Freeman
- Bandura, M., "The Relationship of conceptions of Intelligence and Achievement Goals to Achievement-related Cognition, Affect, and Behavior" (1985), Harvard University
- Blumenfeld, P. C., "Classroom learning and motivation: Clarifying and expanding goal theory", Journal of Educational Psychology, 84(3) (1992)
- Butler, R., "Task-involving and Ego-involving Properties of Evaluation: Effects of Different Feedback Conditions on Motivational Perceptions, interest, and Performance", Journal of Personality and Social Psychology, 79 (1987)
- Clifford, M. M., "Thought on a theory of constructive failure", Educational Psychologist, 19(2) (1984)
- Dweck, C. S., "A social-cognitive approach to motivation and personality", Psychological Review, 95 (1988)
- Eden, D. S., "Self-efficacy training to speed reemployment: Helping people to help themselves", Journal of Applied Psychology, 78(3) (1993)
- Elliot, A., "Achievement goals, study strategies, and exam performance: A mediational analysis", Journal of Educational Psychology, 91 (1999)
- Elliot, E. S., "Goals: An approach to motivation and achievement", Journal of personality and Social Psychology, 54 (1988)
- Effects of gaining controlover aversive stimuli after differing amounts of no control, "Fosco, E.", ~, pp.Psychological Reports 29 (1971)
- Graham, S., "Motivational influences on cognition: Task involvement, ego Involvement, and depth of information processing", Journal of Educational Psychology, 83(2) (1991)
- Guilford, J. P., "Fundamental statistics in psychology and education" (1981), McGraw-Hill
- Hiroto, D. S., "Locusofcontrol and learned helplessness", Journal of Experimental Psychology, 102 (1974)
- Hiroto, D. S., "Generality of learned helplessness in man", Journal of Personality and Social Psychology, 31 (1975)
- Jagacinski, C. M., "Competence and affect in task involvement and ego involvement: The impact of social comparison information", Journal of Educational Psychology, 79 (1987)
- Kaplan, A., "The relationship between perceptions of the classroom environment and early adolescent's affect in school: The role of coping strategies", Learning and Individual Differences, 11 (1999)
- Kim, A., "Goalsource, goal difficulty, and individual difference variables as predictors of response to failure", British Journal of Educational Psychology, 58 (1988)
- Martocchio, J. J., "Effects of conceptions of ability on anxiety, self-efficacy and learning in training", Journal of Applied Psychology, 79(6) (1994)
- Meece, J. L., "Student's goal orientation and cognitive engagement in classroom activities", Journal of Educational Psychology, 80 (1988)
- Owen, S. V., "Development of a college academic self-efficacy scale. The Annual Meeting of the performance", Journal of Educational Psychology, 82 (1988)
- Philips, J. M., "Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process", Journal of Applied Psychology, 82(5) (1997)
- Weiner, B., "An attributional theory of motivation and emotion" (1986), Springer-Verlag