대학생의 학습참여 동기와 학업성취도에 따른학업적 효능감의 차이

초록

The purpose of this research was to measure and verify the effects of learning motivation and academic achievement on academic self-efficacy. For this study, the questionnaires were conducted for students at liberal arts classes of university during December, 2017 in Seoul, and 195 questionnaires were analyzed out of 290 collected. The collected data was classified by three types of learning motivation and three groups of academic achievement: we examined the main and interactional effects on academic self-efficacy by learning motivational types and the level of academic achievement through two-way analysis of variance with the PASW Statistics 21.0. The results of this research were as follows: First, in the case of the learning motivational types by academic achievement, there was a high distribution of activity orientation, learning orientation, and goal orientation by academic achievement level. Second, in the results of two-way ANOVA we found the difference of academic self-efficacy according to motivational types and academic achievement level: task difficulty excluding self-confidence, self-regulation efficacy, and overall academic efficacy. Third, in the interactional effect between motivational types and academic achievement level, there was a significant difference in self-regulation efficacy among sub-factors of academic self-efficacy. As a result of the graphical analysis, activity-oriented and goal-oriented types were higher in higher self-regulatory efficacy than in lower self-regulatory efficacy.

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