사범대학 학생의 과제 도구성 지각이 성취목표에 미치는 영향: 자기효능감 수준을 중심으로
The Effects of Perceived Instrumentality of Students in College of Education on achievement goals: The moderating role of self-efficacy
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본 연구에서는 학습자가 현재 수행하고 있는 과제가 미래의 가치 있는 목표 달성을 위해 어떻게 관련 있는지를 지각하는 과제 도구성을 내생적 도구성과 외인적 도구성의 두 유형으로 구분하여 성취목표를 어떻게 예측하는가를 살펴보고자 하였다. 또한 각 유형의 과제 도구성과 성취목표 사이의 관계 속에서 자기효능감의 조절효과를 검증하고자 하였다. 교직이수를 위한 필수과목인 교육심리학 수업을 수강하고 있는 298명의 사범대학 학생들을 대상으로 설문을 실시하였으며 본 연구의 자료 분석을 위해 위계적 다중 회귀분석 방법을 사용하였다. 연구결과 내생적 도구성은 숙달목표를 정적으로 예측하고 수행회피목표는 부적으로 예측한 반면 외인적 도구성은 수행접근목표와 수행회피목표를 정적으로 예측하였다. 성취목표에 대한 과제 도구성과 자기 효능감의 상호작용에서는 자기 효능감이 높은 학생들의 경우 자기 효능감이 낮은 학생들에 비해 내성적 도구성을 높게 지각할수록 수행회피목표를 선택하는 경향이 낮은 것으로 나타났다. 본 연구의 결과는 과제 도구성의 지각 유형에 따라 성취목표를 어떻게 예측하는지를 알아보고 이러한 관계 속에서 자기효능감의 조절효과를 살펴봄으로써 학교 상황에서 동기 증진을 위해 과제도구성이 어떻게 활용될 수 있는지를 논의하고자 하였다.
Abstract
This study aimed to investigate the relationship between two types of instrumentality and achievement goals. In addition, it was examined whether self-efficacy moderated in the relationship between each type of instrumentality and achievement goals. Instrumentality empathized the connection between present tasks and valued future goals. Instrumentality was conceptualized as a task-specific variable. Reflecting context-dependent characteristics, two types of instrumentality were distinguished: endogenous and exogenous instrumentality. Students in College of Education participated in this study. The survey was administrated with 298 participants taking educational psychology classes. Data were analyzed by hierarchical multiple regression. The results from the study showed that endogenous instrumentality predicted mastery goals positively and performance-avoidance goals negatively, whereas exogenous instrumentality predicted both performance-approach and performance-avoidance goals. In addition, it was found that students with high self-efficacy were less likely to adopt performance-avoidance goals when they perceived more endogenous instrumentality in this study.
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