의학전문대학원 학생들의 성격특성, 학습접근법 및 학업성취도 간의 관계 = Personality traits, approaches to learning, and academic achievement in graduate-entry medical school

다국어 초록 (Multilingual Abstract)

The aim of this research are to investigate the relationship between personality, approaches to learning, and academic achievement. Specifically, the difference of personality traits and approaches to learning by gender and by school year; personality traits impacting on the approaches to learning; and the sub-factor of personality and the approaches to learning influencing on the academic achievement were examined. In total, 115 students from year 1 to year 3 at G Medical Graduate School participated in this study. The NEO Personality Inventory and Approaches to Learning Inventory were used and for the academic achievement the average grade of the end semester was applied. The data was analyzed with two-way ANOVA, Pearson r, and Stepwise Multi-regression analysis. The first result of research is that there was no difference by gender in personality traits and the approaches to learning while there were differences by the school year in agreeableness and two approaches to learning. Second, openness was negatively correlated with academic achievement and deep approach was positively correlated with academic achievement. Third, openness and conscientiousness impacted on deep approach to learning while neuroticism influenced on surface approach to learning. Finally, openness and surface approach to learning affected the academic achievement negatively while deep approach to learning influenced on it positively. The research results can be applied for the improvement of curriculum and the development of student support program were discussed.

국문 초록 (Abstract)

본 연구는 의학전문대학원 학생을 대상으로 성격특성, 학습접근법, 그리고 학업성취도 간의 관계를 밝히는 것을 목적으로 하였다. 구체적으로 성격특성과 학습접근법의 성별, 학년별 차이를 검증하고, 성격특성이 학습접근법에 영향을 미치는 요인과, 성격특성과 학습접근법이 학업성취에 영향을 미치는 요인을 살펴보았다. 연구대상은 G대학교에 재학 중인 의학전문대학원 1, 2 , 3 학년 학생 115명이다. 연구도구는 Big Five 성격 특성에 기초한 NEO 인성검사지, 학습접근검사지를 사용하였으며, 학업성취도는 각 학년의 학기말 성적의 평균평점을 사용하였다. 연구 자료는 ANOVA, Pearson의 r, 그리고 단계적 다중회귀분석 방법으로 분석하였다. 연구결과 첫째, 성격특성 및 학습접근법에 있어서는 모두 성별 차이가 나타나지 않았으며, 성격특성 중 친화성에서, 그리고 학습접근법에서 학년에 따른 차이가 나타났다. 둘째, 성격특성 중 개방성과 학업성취가 부적상관을, 심층접근법은 학업성취와 정적 상관을, 그리고 성격특성 중 성실성, 개방성과 심층접근법이 정적상관을 나타내었다. 셋째, 심층적 접근법에 영향을 미치는 성격 특성은 개방성, 성실성이었으며, 피상적 접근법에 영향을 미치는 성격특성은 신경증이었다. 넷째, 학업성취에 영향을 미치는 변인을 탐색한 결과 성격 특성 중 개방성이 부정적으로 영향을 미쳤으며, 학습접근법 중 심층적 접근은 긍정적으로, 피상적 접근은 부정적으로 영향을 미쳤다. 이러한 결과를 의학전문대학원생의 교육과정 개선, 학생 지원 프로그램 등에 활용하는 방안에 대한 논의를 하였다.

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