自己强化의 形成과 學業成績과의 相關 = A study on the Relationship between Self-Reinforcement and Grade Point Average of College Students

국문 초록 (Abstract)

强化에 대한 敏感度는 年齡이 增加함에 따라 具體的 强化에서 抽象的 强化로 移行한다는 Rosenhan & Green-wald의 理論과 自己 强化에 관한 硏究는 그것이 주로 實驗的 方法을 利用했는가 또는 自然的 觀察을 주로 使用했는가에 따라 相反된 硏究結果를 超來할 수 있다는 Kanfer & Duerfeldt의 示唆를 根據로 하여 大學生의 學業成績과 抽象性의 水準이 가장 높은 强化라고 볼 수 있는 自己强化와의 相關關係를 밝힘으로써 外的 統制에 의한 强化刺戟이 적은 大學生들이 比較的으로 安定되고 一貫된 學業成績을 維持하고 있는 理由의 一面을 把握하고 아울러 實驗場面과 日常生活에서 나타난 自己强化와 學業成績과의 相關係數를 比較함으로서 Kanfer & Duerfeldt의 示唆를 實證코자 하였다.
(1) 生活場面에서 强化尺度로 測定된 自己强化得點과 學業成績과의 相關關係數는 實驗場面에서 名目强化를 利用하여 觀察된 自己强化와 學業成績과의 相關關係數보다 有意하게 크며, (2) 他人準據 自己强化와 學業成績과의 相關係數는 自已準據 自己强化와 學業成績과의 相關係數보다 有意하게 크고, (3) 强化尺度로 測定된 自己强化得點과 專攻必須 및 專攻選擇科目 成積과의 相關은 각각 自己强化得點과 敎職科目成績과의 相關에 비하여 有意하게 크다는 것이 밝혀졌다.

다국어 초록 (Multilingual Abstract)

This study was designed to explore the relationship between selfreinforcement scores(SRS) and grade-point average (GPA) with college students in order to confirm Gewirtz's hypothesis that a young child is initially dependendent upon concrete reinforcers and with increasing age comes to rely more heavily on abstract reinforcers. The purposes of this study were threefold. The first pupose was to compare outcomes of two different studies in exploring effects of SRS upon GPA on the ground of Kanfer's suggestion that effects of selfreinforcement manipulated in the experimental situation can be significantly different from those of self-reinforcement observed in the natural situation because one with high self-reinforcement score tends to regist in the controlled situation.
The second purpose was to investigate the difference between the relation of SR administered by using the reinforcing criteria set by oneself with GPA and that of SR administerd by using the criteria set by the other rather than himself with GPA, on the basis of Marston's explanation that a young child is initially dependent upon SR with the criteria set by himself.
The third purpose was to identify the difference between the correlation of SRS with GPA of selected courses and that of SRS with GPA of required courses, on the assumption that one is likely to administer more SR to the success in the task selected by himself than to the success in the task being forced to do by others.
Subjects wese 216 junior students enrolled the Educational Psychology class. All of them were required to participate in moto-training experiments in which they are manipulated to take SR (token reinforcer.). Their SRS in living situation were measured by using the Reinforcement Survey Questionnaire. Three independent GPAs were calculated in terms of courses required or elected.
The findings in the study were as follows:
(1) The correlation of SRS in living situation measured by using the Reinforcement Survey Questionnaire with GPA was significantly higher than that of SRS measured in the experimental situation with GPA.
(2) The correlation of SRS administered by using the reinforcing criteria set by the other was significantly higher than that of SRS administered by using the reinforcing criteria set by the subject himself.
(3) The correlation of SRS measured by the Reinforcement Survey Questionnaire with GPA of elected courses was significantly higher than that of SRS with GPA of required courses.