귀인피드백이 수학 학습부진아의 자기효능감과 학업성취에 미치는 효과 (The Effects of Attributional Feedback on the Self-Efficacy and Academic Achievement of Math Underachievers in Elementary School)

서지정보

· 발행기관 : 한국발달장애학회
· 수록지 정보 : 발달장애연구 / 6권 / 2호 / 19 ~ 41페이지
· 저자명 : 이영희, 정종진

초록

본 연구는 학습동기에 대한 귀인이론에 근거하여 귀인피드백이 수학 학습부진아의 자기효능감과 학업성취에 미치는 효과를 실증적으로 규명하는데 목적을 둔 실험연구이다. 대구광역시에 소재하고 있는 J초등학교 2학년 수학 학습부진 남아 26명과 여아 19명으로 구성된 45명을 연구대상으로 선정하여 성별변인을 고려한 뒤 무작위로 실험집단과 통제집단으로 구분하였다. 실험 전과 후에 귀인성향, 자기효능감, 학업성취도의 검사를 실시하였는데, 귀인성향 검사는 조천희(1987)가 개발한 성공-실패상황에 대한 귀인 및 감정에 대한 검사도구를 본 연구에 맞게 일부 수정하여 사용하였고, 자기효능감을 측정하기 위해서는 정종진(1994)의 척도를 사용하였으며, 학업성취도 검사는 연구자가 자작한 지필평가를 작성하여 검사하였다. 수집된 자료에 대한 통계처리와 분석은 SPSS/PC+ 프로그램을 이용하였으며, 사용된 통계적 방법은 t-검증이었다. 연구결과 귀인피드백 훈련은 수학 학습부진아의 귀인성향에 유의한 변화를 가져왔고, 또한 수학에 대한 자기효능감과 학업성취에 유의한 효과가 있었으며, 자기효능감 증진이 클수록 학업성취의 향상도 큰것으로 밝혀졌다.

영어초록

The purpose of this study was to examine the effects of attributional feedback on the self-efficacy and academic achievement of math underachievers in elementary school based on the attribution theory and self-efficacy theory. The hypotheses were posed as below: Hypothesis 1: The experimental group that takes the attributional feedback training would undergo more significant change in attribution type than the control group that doesn't.
Hypothesis 2: The experimental group that takes the attributional feedback training would be better at math self-efficacy than the control group that doesn't.
Hypothesis 3: The experimental group that takes the attributional feedback training would have better math achievement than the control group that doesn't.
Hypothesis 4; The children of the experimental group who make more progress in self-efficacy would show better improvement in academic achievement.
The subjects in this study were 45 second graders form J elementary school in Daegu city, who included 26 boys and 19 girls. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed, and t-test was conducted.
The main findings of this study were as below: First, the attributional feedback training served to improve the internal attribution disposition in elementary school underachievers.
Second, the attributional feedback training was effective for enhancing the math self-efficacy in elementary school underachievers.
Third, the attributional feedback training was effective for increasing the math achievement in elementary school underachievers.
Fourth, the group with higher self-efficacy had better math achievement than the other with lower self-efficacy.

참고자료

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