청소년의 학문적 미성취에 영향을 주는 요인: 학업 관련 태도 및 성취 목적을 중심으로

초록

This study was to examine characteristics of adolescents' academic underachievement on as academic self-perceptions, attitudes toward school, attitudes toward teachers, goal valuation, motivation/self-regulation, and achievement goals. Subjects were 138 middle school students in Seoul and Incheon, Korea. Subjects were classified into the following three groups: underachiving students(nunder=31), achieving students(nach=47), and overachieving students(nover=60). Measures were School Attitude Assessment Survey-Revised(SAAS-R, academic self-perceptions, attitudes toward school, attitudes toward teachers, goal valuation, and achievement goals(mastery, performance-approach, and performance-avoidance). The findings showed that underachievers had lower academic self-perceptions, attitudes toward teachers and school, goal valuation, motivation/self-regulation, and mastery goals than overachievers. Moreover, achievers had lower attitudes toward teachers and school, and goal valuation than overachievers. The multinomial logistic regression analysis indicated that 59.3 percent of the students in the three groups were accurately classified as either underachievers, achievers, or overachievers in respect to the academic self-perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self-regulation. Implications of the findings were discussed.

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