베트남 내 학문 목적 한국어 학습자의 학업 성취 관련 변인 연구 : 귀인 성향, 학업적 자기효능감, 학교 학습 동기를 중심으로 = A Study on Variables Related to Academic Achievement of Korean Learners for Academic Purposes in Vietnam : Focusing on Attribution style, Academic Self-Efficacy, and School

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the relationship between
academic achievement level of Korean learners for academic purposes in
Vietnam and attribution style, academic self-efficacy, and school learning
motivation among learner variables, and to analyze what is the primary
effort to improve learners' academic achievement.
In the first stage, a questionnaire survey, one of the quantitative
research methods, was conducted to analyze correlation between academic
achievement and learner variables and to investigate what learner variables
correlated with academic achievement. In the second stage, leaner
perception toward attribution style, academic self-efficacy, and school
learning motivation was deeply comprehended through focus group
interview, one of the qualitative research methods. Based on these two
research data, the variables related to the improvement of learners'
academic achievement were found.
As a survey tool, the following studies were used after each
re-adjustment; translated version of Levenson's attribution style test (Ahn,
1986) to measure attribution style, academic self-efficacy scale developed
by Kim and Park(2001) to measure academic self-efficacy, and Kim(2000) to
measure school learning motivation.
As a first stage, the research questions to analyze the correlation
between learner variables and academic achievement are as follows.
First, what is the correlation between academic achievement and
attribution style?
Second, what is the correlation between academic achievement and
academic self-efficacy?
Third, what is the correlation between academic achievement and school
learning motivation?
The results of the survey are in some respects inconsistent with the
analyzes in the existing theory and previous studies. Based on these
results, the achievement and learner variables of Korean learners for
academic purposes in Vietnam were reviewed using focus group interview,
one of qualitative research methods. The research questions set up to
grasp learners' attribution style, academic self-efficacy, and school learning
motivation are as follows.
First, what do learners think is the cause of their academic performance?
Second, 'How do learners organize and execute their own learning
process?'
Third, what kind of beliefs and efforts are the students making about the
activities and tasks related to the school class?
As a result of reevaluation of the relationship between academic
achievement and learner variables through focus group interview, first,
Korean learners for academic purposes in Vietnam, regardless of the level
of academic achievement, judge that the cause of his or her academic
achievement is 'own effort'. Second, among the sub-factors of academic
self-efficacy, task difficulty preference and self-confidence are in agreement with the results of the first stage study, but self-regulation
efficacy does not agree. Third, qualitative research on external motivation
and internal motivation is consistent with the findings of first stage study.
However, in the case of class learning motivation, it was investigated that
the underachieved group shows low level of the execution effort for the
learning activity.
The results of the first stage study and the second stage study
suggest that 'self-confidence' is the factor significantly related to learners'
academic achievement. Therefore, it can be concluded that the most
important factor influencing the academic achievement of Korean learners
for academic purposes in Vietnam is 'self-confidence', which is a
sub-factor of academic self-efficacy. Therefore, in order to improve the
academic achievement level of academically-oriented Korean learners in
Vietnam, it is necessary to study the teaching guidance that can enhance
the 'self-confidence' of learners' learning.

목차 (Table of Contents)

• 1. 서론 ··············································································································································1
• 1.1. 연구 목적 및 필요성 ·················································································································1
• 1.2. 연구 문제 및 절차 ····················································································································4
• 1.2.1. 연구 문제 ·························································································································4
• 1.2.2. 연구 절차 ·························································································································5
• 1.3. 선행 연구 검토 ························································································································ 6
• 2. 이론적 배경 ···································································································································11
• 2.1. 귀인 성향(歸因性向) ················································································································11
• 2.2. 학업적 자기효능감(學業的 自己效能感) ·····················································································13
• 2.3. 학교 학습 동기(學校學習動機) ··································································································15
• 3. 설문 조사를 이용한 1단계 양적 연구 ····························································································· 18
• 3.1. 연구 내용 및 대상 ····················································································································18
• 3.2. 측정 도구 ································································································································18
• 3.2.1. 귀인 성향의 측정 도구 ········································································································18
• 3.2.2. 학업적 자기효능감의 측정 도구 ···························································································20
• 3.2.3. 학교 학습 동기의 측정 도구 ·································································································22
• 3.3. 연구 분석 및 결과 ···················································································································· 24
• 3.3.1. 학업 성취 수준의 분석 및 결과 ·····························································································24
• 3.3.2. 귀인 성향과 기능 성취도 간의 상관관계 분석 및 결과 ·····························································26
• 3.3.3. 학업적 자기효능감과 기능 성취도 간의 상관관계 분석 및 결과 ··············································· 29
• 3.3.4. 학교 학습 동기와 기능 성취도 간의 상관관계 분석 및 결과 ······················································32
• 4. 포커스그룹 면담을 이용한 2단계 질적 연구 ······················································································37
• 4.1. 연구 내용 및 절차 ·····················································································································37
• 4.2. 연구 참여자 및 자료 수집 방법 ·································································································· 40
• 4.3. 자료 분석 ································································································································ 45
• 4.3.1. 자료 분석 방법 ·················································································································· 45
• 4.3.2. 자료 분석 과정 ·················································································································· 46
• 4.4. 연구의 신뢰성과 타당성 ··········································································································· 48
• 4.5. 연구 분석 및 결과 ····················································································································· 49
• 4.5.1. 귀인 성향의 분석 및 결과 ··································································································· 49
• 4.5.2. 학업적 자기효능감의 분석 및 결과 ······················································································ 57
• 4.5.3. 학교 학습 동기의 분석 및 결과 ··························································································· 69
• 4.5.4. 기타 ································································································································ 81
• 5. 결론 ··············································································································································· 84
• 5.1. 연구 요약 ·································································································································84
• 5.2. 연구의 의의와 한계점 ················································································································87
• 【참 고 문 헌】 ······································································································································· 88
• 【부 록】 ········································································································································93
• 【 Abstract 】 ········································································································································109