초등학생의 정의적 특성, 학습접근책 및 학업성취와의 관계: 경로모형을 중심으로

초록

This study was to explore the causal relationship between students' affective characteristics, approach to learning, and academic achievement. Subjects were 291 grade six students in a city, Korea. Their average age was 12 years. As measures of their affective characteristics, Locus of control, one's beliefs about intellectual ability, and self-efficacy were examined. Moreover, measures of approach to learning and academic achievement were administered to the participants. Structural equation modeling techniques were used to test the relationships among the variables. It was found that both self-efficacy, locus of control and one's beliefs about intellectual ability influenced their academic achievement via deep approach to learning. It was also observed that their beliefs about intellectual ability influenced their academic achievement. Among the affective characteristics, only self-efficacy negatively influenced surface approach to learning. However, surface approach did not show direct or indirect effect on their academic achievement. Deep approach to learning and one's beliefs about intellectual ability showed significant direct effects on academic achievement. The results basically supported Biggs' 3P model: students' affective characteristics had significant contributions to learning approach, while learning approach had a significant contribution to their academic achievement.

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