본문 바로가기
KERD
논문KCI 등재

성적예측에 반영된 숙달목표와 수행목표의 차이 분석

Analysis of Difference in Mastery Goal and Performance Goal Reflected in Score Prediction

강이철|석보영
대한사고개발학회 (The Korean Association For Thinking Development)|2022.12|사고개발 (Korean Journal of Thinking Development)|제18권 제3호|pp. 37-60

0

조회

0

다운로드

2

인용

0

참고문헌

키워드

성취목표Achievement Goals착각점수점수예측더닝-크루거 효과Score PredictionIllusion ScoreDunning-Kruger Effect

초록

이 연구의 목적은 중간고사와 기말고사의 성적을 예측하는 상황에서 성취목표의 두 유형(숙달목표 vs. 수행목표)이 보이는 차이를 확인하는 것이다. 대표적인 동기변인인 성취목표유형을 분석하고 그 특징이 성적을 예측하는 상황에서 어떤 차별적인 성향을 보이는지를 상관분석과 차이분석, 회귀분석을 통해 확인했다. 연구대상은 성취목표유형을 분류하기 전 201명과 후 105명의 학부생이며, 성적예측은 실제점수와 예상점수, 착각점수(예상점수-실제점수)를 적용했다. 연구결과, 4분위별 예상점수와 실제점수 간의 더닝-크루거 현상이 확인되었다. 실제점수와 숙달목표와의 상관은 중간고사 때만, 그리고 실제점수와 수행목표와의 상관은 기말고사 때만 유의미했다. 예상점수와 두 성취목표의 상관은 없었으며, 착각점수와 두 성취목표의 상관은 중간고사의 수행목표와만 유의미했다. 예상점수와 실제점수 간 차이검증 결과, 기말고사에서 수행목표의 두 점수 간 차이만 유의미하지 않았다. 두 성취목표 간 차이검증에서 기말고사 실제점수 간 차이만 유의미했다. 중간고사와 기말고사 모두에서 실제점수와 착각점수가 예상점수를 유의미하게 예측하지만, 착각점수는 중간고사의 수행목표만 유의미하게 예측했다.

Abstract

The purpose of this study was to identify the difference between two types of achievement goal (mastery goal vs. performance goal) in predicting midterm and final exam scores. Achievement goals, which are one of the representative motivation variables, were analyzed and it was confirmed what discriminatory tendencies of achievement goals appear in predicting score using correlation analysis, t-test, and regression analysis. The subjects were 201 undergraduates and after classifying mastery goal and performance goal they were 105. Actual score, expected score, and illusion score(expected score - actual score) were applied to analyze the score prediction. As a result of the study, the Dunning-Kruger phenomenon was confirmed. The correlation between the actual score and the mastery goal was significant only in the midterm exam, and the correlation between the actual score and the performance goal was significant only in the final exam. There was no correlation between the expected score and two types of goal orientations. But there was significant correlation between the illusion score and achievement goals in the midterm exam. As a result of verifying the difference between the expected score and the actual score, there were significant differences except performance goal on the final exam. In two achievement goals, there was a significant difference between the actual scores only on the final exam. The actual score and the illusion score could predict significantly the expected score both on the midterm and final exams. But the illusion score could predict only the performance goal in midterm exam.

참고문헌 (40)

  1. 강이철, "교육방법 및 교육공학" (2019), 양성원
  2. 권대훈, "고등학생들의 성취목표와 학업정서의 관계", 사고개발, 16(3), pp.1~25 (2020), 대한사고개발학회[DOI]
  3. 변창진, "교육평가" (1996), 학지사
  4. 석보영, "성취목표 지향유형과 학습전략의 효과성 판단이 학습전략의 사용에 미치는 효과", 사고개발, 16(2), pp.1~29 (2020), 대한사고개발학회[DOI]
  5. 짠티항, "베트남 대학생의 학습역량 착각현상 분석", 사고개발, 17(3), pp.105~129 (2021), 대한사고개발학회
  6. 최지혜, "성취목표, 성취정서, 학습전략 및 학업성취간의 구조적 관계", 한국교육학연구, 20(2), pp.167~183 (2014), 안암교육학회
  7. Ames, C., "Classrooms: Goals, structures, and student motivation", Journal of Educational Psychology, 84(3), pp.261~271 (1992)
  8. Ames, C., "Systems of student and teacher motivation: Toward a qualitative definition", Journal of Educational Psychology, 76(4), pp.535~556 (1984)
  9. Ames C., "Achievement goals in the classroom: Students’ learning strategies and motivation processes", Journal of Educational Psychology, 80(3), pp.260~267 (1988)
  10. Bandura, A., "Human agency in social cognitive theory", American Psychologist, 44(9), pp.1175~1184 (1989)
  11. Benjamin, A. S., "The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index", Journal of Experimental Psychology : General, 127(1), pp.55~68 (1998)
  12. Billeter, D., "Underpredicting learning after initial experience with a product", Journal of Consumer Research, 37, pp.723~736 (2011)
  13. Bjork, R. A., "Self-regulated learning: Beliefs, techniques, and illusions", Annual Review of Psychology, 64, pp.417~444 (2013)
  14. Bol, L., "The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance", Journal of Experimental Education, 73, pp.269~290 (2005)
  15. Bong, M., "Age-related differences in achievement goal differentiation", Journal of Educational Psychology, 101(4), pp.879~896 (2009)
  16. Credé, M., "Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance", Perspectives on Psychological Science, 3(6), pp.425~453 (2008)
  17. Dweck, C. S., "Handbook of child psychology: Vol. 4. Socialization, personality, and social development", pp.643~691 (1983), Wiley
  18. Eason, S. H., "Reader-text interactions: How differential text and question types influence cognitive skills needed for reading comprehension", Journal of Educational Psychology, 104(3), pp.515~528 (2012)
  19. Elliot, A. J., "Approach and avoidance motivation and achievement goals", Educational Psychologist, 34(3), pp.169~189 (1999)
  20. Elliot, A. J., "A 2 × 2 achievement goal framework", Journal of Personality & Social Psychology, 80(3), pp.501~519 (2001)
  21. Elliot, A. J., "Achievement goals, study strategies, and exam performance: A mediational anlaysis", Journal of Educational Psychology, 91(3), pp.549~563 (1999)
  22. Foster, N. L., "Even after thirteen class exams, students are still overconfident: The role of memory for past exam performance in student predictions", Metacognition & Learning, 12, pp.1~19 (2016)
  23. Harackiewicz, J. M., "The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance", Journal of Educational Psychology, 100(1), pp.105~122 (2008)
  24. Kaplan, A., "Motivation and identity: The relations of action and development in educational contexts-An introduction to the special issue", Educational Psychologist, 44(2), pp.73~77 (2009)
  25. Kruger, J., "Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments", Journal of Personality & Social Psychology, 77, pp.1121~1134 (1999)
  26. Locke, E. A., "New directions in goal-setting theory", Current Directions in Psychological Science, 15(5), pp.265~268 (2006)
  27. Martin, A. J., "The role of personal best(PB) and dichotomous achievement goals in students’ academic motivation and engagement: A longitudinal investigation", Educational Psychology, 36(7), pp.1285~1302 (2016)
  28. Meece, J., "A pattern analysis of students’ achievement goals", Journal of Educational Psychology, 85(4), pp.582~590 (1993)
  29. Metcalfe, J., "Evidence that judgments of learning are causally related to study choice", Psychonomic Bulletin & Review, 15, pp.174~179 (2008)
  30. Muller, A., "Neural correlate of the Dunning-Kruger effect", European Journal of Neuroscience, 53(2), pp.460~484 (2020)
  31. Nicholls, J. G., "Adolescents’ theories of education", Journal of Educational Psychology, 77(6), pp.683~692 (1985)
  32. Ormrod, J. E., "Human learning" (2016), Pearson Education
  33. Ornstein, P. A., "Metacognition, strategy use, and instruction", pp.23~53 (2010), Guilford Press
  34. Saenz, G. D., "Metacognition in the classroom: The association between students’ exam predictions and their desired scores", Consciousness & Cognition, 51, pp.125~139 (2017)
  35. Serra, M. J., "Unskilled and unaware in the classroom: College students’ desired scores predict their biased score predictions", Memory & Cognition, 44, pp.1127~1137 (2016)
  36. Soderstrom, N. C., "The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring", Journal of Experimental Psychology : Learning, Memory, and Cognition, 37(5), pp.1236~1242 (2011)
  37. Stinebrickner, R., "A major in science? Initial beliefs and final outcomes for college major and dropout", Review of Economic Studies, 81, pp.426~472 (2014)
  38. Urdan, T. C., "Beyond a two-goal theory of motivation and achievement: A case for social goals", Review of Educational Research, 65(3), pp.213~243 (1995)
  39. Wallace, A. S., "Spontaneous use of retrieval and rereading: Relation to achievement goals and exam performance", Journal of Educational Psychology, 114(6), pp.1412~1426 (2022)
  40. Zimmerman, B. J., "Handbook of self-regulation of learning and performance", pp.49~64 (2011), Routledge

관련 논문AI추천

성취목표지향 프로파일에 따른 자기조절학습과 학업성취의 차이분석김유진교육연구소 · 교육연구논총2011 · 제32권 제1호대학 수업 평가환경에 따른 성취목표의 차이와 유능감과의 관계윤미선한국교육방법학회 · 교육방법연구2013 · 제25권 제1호2x2 성취목표지향성과 자기조절학습의 관계권성연한국교육공학회 · 교육공학연구2008 · 제24권 제1호시험점수 예측과 학습전략 판단에서의 착각현상이 학업성취에 미치는 영향강이철대한사고개발학회 · 사고개발2023 · 제19권 제2호시험예측 착각에 대한 성찰활동이 성취목표유형과 초인지에 미치는 효과강이철, 박송주, 석보영대한사고개발학회 · 사고개발2024 · 제20권 제2호대학생의 조절목표, 성취목표, 조절전략, 학업성취간의 구조적 관계이현주한국교육개발원 · 한국교육2010 · 제37권 제3호

이 간행물의 다른 논문 (4건)

인지 스타일과 창의력김영채pp. 1-36초등학교 고학년이 지각한 부모의 양육태도가 삶의 만족도에 미치는 영향: 정서문제의 매개효과최희정, 유계환pp. 61-85Research on Influencing Factors of Continuance Usage Intention to "Study with Me" Live Streaming무취령, 왕경수, 가로pp. 87-110EEG를 활용한 머신러닝 기반의 인지부하 예측모형 성능 비교류지헌, 정무석pp. 111-129
원문 보기