지적 능력에 대한 신념과 부모 및 교사의 자율성 지지가 청소년의 유능감에 미치는 영향

초록

This study was conducted in order to examine whether students' beliefs about intelligence(i.e., incremental, and entity), and parents' and teachers' autonomy support influenced their perceived competence. The study subjects were adolescents aged 10.42-16.92 years (N=869), all from the Seoul metropolitan area, Korea. There were differences in terms of both their perceived cognitive competence, and incremental beliefs about intelligence observed among school levels. In particular, elementary school students exhibited higher cognitive competence than junior-high and high school students. Junior-high and high school students generally had more positive incremental beliefs about their own intelligence than elementary school students. Hierarchical multiple regression analyses were conducted in in order to better understand and explain students' perceptions regarding competence. It was observed that adolescents' incremental beliefs regarding intelligence, as well as parents' and teachers' autonomy support positively predicted their perceived competence, whereas their entity beliefs regarding intelligence negatively predicted their perceived competence levels.

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