중학생의 성취 목적과 학업 동기가 학업 성취에 미치는 영향

초록

This study was to analyze the causal relationships among achievement goals, academic motivation, and academic achievement. Of the 291 junior-high school students, 276 completed and returned the questionnaire yielding a total response rate of 94.85%. They were enrolled in Grade 1 at six junior-high schools in Seoul, Korea. Their average age was 12.92 years (SD=.34). Measures of the achievement goals(mastery, performance-approach, performance-avoidance), academic motivation(intrinsic, extrinsic, amotivation), and school achievement were obtained. Structural equation modeling techniques were used to test the relationships among the variables. It was found that students' mastery and performance- avoidance goals affected their achievement via amotivation; their performance-approach goals affected their achievement via extrinsic motivation; and students with mastery goals can facilitate them to lessen the degree of amotivation and to eventually improve their achievement. Students with performance-approach goals can facilitate them to increase the degree of extrinsic motivation and to eventually improve their achievement. Moreover, students with performance-avoidance goals can facilitate them to pursue the degree of amotivation and to eventually undermine their achievement. Implications of these findings and recommendations are discussed.

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