사회적 목표의 잠재프로파일과 성취정서, 학업노력, 학업성취도의 구조적 관계

국문 초록 (Abstract)

본 연구는 다중목표관점에서 사회적 목표의 잠재프로파일 유형이 어떠한지 살펴보고, 사회적 목표의 잠재프로파일과 성취정서, 학업노력, 학업성취도 간의 구조적 관계를 살펴보는데 목적이 있었다. 중학생 502명을 대상으로 잠재프로파일 분석을 실시한 결과, ‘낮은 사회적 목표-낮은 지위형’, ‘낮은 사회적 목표-높은 지위형’, ‘평균 사회적 목표형’, ‘높은 사회적 목표형’의 4가지로 구분되었다. 다음으로 사회적 목표 잠재프로파일을 다항범주변인으로 변환하여 성취정서, 학업노력, 학업성취도의 구조적 관계 모형을 검증한 결과, ‘낮은 사회적 목표-높은 지위형’은 ‘낮은 사회적 목표-낮은 지위형’에 비해 즐거움과 불안을 부적으로 유의하게 예측하였다. ‘평균 사회적 목표형’과 ‘높은 사회적 목표형’은 ‘낮은 사회적 목표-낮은 지위형’에 비해 즐거움과 불안을 정적으로 유의하게 예측하였다. ‘낮은 사회적 목표-높은 지위형’, ‘평균 사회적 목표형’, ‘높은 사회적 목표형’은 ‘낮은 사회적 목표-낮은 지위형’에 비해 지루함에서 유의한 차이가 없었다. 즐거움은 학업노력을 정적으로 유의하게 예측한 반면 불안과 지루함은 학업노력에 유의한 효과가 없었다. 학업노력은 학업 성취를 정적으로 유의하게 예측하였다. 마지막으로, 모든 사회적 목표 집단 유형이 학업노력과 학업성취도에 미치는 직접 효과는 유의하지 않았다. 그러나 ‘평균 사회적 목표형’ 및 ‘높은 사회적 목표형’은 ‘낮은 사회적 목표-낮은 지위형’에 비해 즐거움과 학업노력을 매개로 학업성취도에 유의한 정적 효과를 나타냈다. 이와 같은 결과를 바탕으로 추후 연구에 대한 제언이 논의되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the latent profiles of social goals from a multiple goal perspective, and to explore the structural relationship among latent profiles of social goals, achievement emotions, academic effort and academic achievement. The participants of this study comprised 502 middle school students(36.7% boys, 63.3% girls) and the average age was 14.9. The major findings were as follows. First, the latent profile analysis of social goals identified four profile groups: ‘low social goal-low status profile’, ‘low social goal-high status profile’, ‘average social goal profile ’, and ‘high social goal profile ’. Second, the low social goal-high status profile was found to have a direct and negative effect on enjoyment and anxiety as compared to the low social goal-low status profile(reference group). On the other hand, the average social goal profile and the high social goal profile were found to have a direct and positive effect on enjoyment and anxiety as compared to the low social goal-low status profile. The low social goal-high status profile, average social goal profile, and high social goal profile had no significant differences in boredom levels compared to the low social goal-low status profile. Third, enjoyment had a direct and positive effect on levels of academic effort, whereas anxiety and boredom had no significant direct effect on levels of academic effort. The levels of academic effort had a direct and positive effect on academic achievement. Fourth, enjoyment and academic effort had significant dual mediating effects on the relationship between average social goal profile and academic achievement, and between high social goal profile and academic achievement. The implications for future research and intervention were also discussed.

목차 (Table of Contents)

• 초록
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 논의 및 결론
• 참고문헌
• Abstract

참고문헌 (Reference)

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