지적 능력에 대한 신념과 학습 전략이 중학생의 인지적 유능감에 미치는 영향: 성별에 따른 차이를 중심으로

초록

This study was to examine whether junior-high school students' beliefs about intelligence and learning strategies influence their cognitive competence. 588 junior-high school students in Seoul, Korea, completed and returned the questionnaires. The final sample consisted of 268 males (45.6%) and 320 females (54.4%). Their average age was 14.08 years. Pearson's correlations indicated that students' cognitive competence was positively associated with incremental beliefs about intelligence and learning strategies. However, their cognitive competence was negatively associated with entity beliefs about intelligence. Independence t-tests were indicated that female students had higher incremental beliefs about intelligence and used rehearsal, elaboration, organization, critical thinking, and metacognitive strategies than male students. On the other hand, male students perceived more cognitive competence than female. Hierarchical multiple regression analyses showed that incremental beliefs about intelligence, rehearsal and effort regulation strategies positively predicted students' cognitive competence, while entity beliefs about intelligence negatively affected their cognitive competence. For male students, incremental beliefs about intelligence and effort regulation strategy positively predicted their cognitive competence. For female students, incremental beliefs about intelligence, rehearsal and effort regulation strategies positively predicted their cognitive competence, while entity beliefs about intelligence negatively predicted their cognitive competence. Results are discussed in relation to theoretical implications and school settings.

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