초등학교 고학년 학생의 목적 지향에 영향을 미치는 변인 : 개인변인, 가정의 심리적 환경 및 학교환경 변인을 중심으로

초록

This study was to examine whether upper elementary school students' beliefs about one's intelligence, intrinsic motivation, self-efficacy, family process, and school climate influence their goal orientation (i.e., mastery goal, performance-approach goal, and performance- avoidance goal). Subjects were 370(204 males, 166 females) upper elementary school students in metropolitan school districts, Korea. Measures were students' goal orientation developed by Midgley et al.(1997), beliefs about one's intelligence by Ahn, Kim, and Pyo(2005), intrinsic motivation by Harter(1980), self-efficacy by Kim and Park(2001), family process by Vazsonyi, Hibbert, and Snider(2003), and school climate by Braskamp and Maehr(1988). Stepwise multiple regression analysis showed that self-efficacy, closeness and conflict from family process, and commitment from school climate predicted mastery goal orientation. Moreover, one's incremental beliefs about intelligence, self-efficacy, approval and support from family process predicted performance-approach goal orientation. Support from family process and commitment from school climate predicted performance-avoidance goal orientation. Implication of the findings were discussed in terms of personal factors, family process, and school climate.

키워드