성취목표지향성의 안정성 검토 (The stability of achievement goal orientation over time)

서지정보

· 발행기관 : 한국교육심리학회
· 수록지 정보 : 교육심리연구 / 26권 / 1호 / 251 ~ 270페이지
· 저자명 : 양명희, 정윤선

초록

성취목표지향성에 대한 연구가 많이 진행되었음에도 그것의 안정성과 변화에 대한 관심은 상대적으로 미약하였다. 본 연구는 개인이 가지고 있는 성취목표가 시간의 흐름에 따라 어느 정도 안정적인지를 살펴보는데 주목적을 두었다. 이를 위해 한국교육종단연구(KELS) 데이터를 활용하였는데, 중학교 2학년이었던 2차년도 성취목표와 그들이 고등학교 1학년인 4차년도에 수집되었던 성취목표를 바탕으로 2년간에 걸친 측정의 안정성, 평균의 안정성, 순위의 안정성을 살펴보았다. 분석 결과 성취목표지향성은 측정의 안정성을 확보하고 있었으며 숙달접근, 수행접근, 수행회피의 잠재평균의 차이가 작지만 유의한 것으로 나타났다. 순위의 안정성을 살펴본 결과 숙달접근의 대응일치도가 64.8%로 가장 높았으며 숙달회피가 49.2%로 가장 낮았는데 평균 55% 이상의 학생들이 2년 전에 보여주었던 자신의 성취목표지향성의 순위를 그대로 유지하고 있음을 확인하였다. 이상의 결과들이 주는 이론적, 실제적 시사점들을 논의하고 있다.

영어초록

Achievement goal theory is a prominent approach to motivation. Despite the extensive research on achievement goals, yet achievement goal theorists have differed notably in their conceptualizations of goals and consequently the research has been heregenious. More studies are needed that use longitudinal designs to investigate the stability and change in achievement goal orientation. The major aim of this study was to examine the long-term stability of students’ achievement goal orientation. KELS data were used in this study. The data of 6,224 students in KELS was analyzed using LCFA, Latent Mean Analysis, and Correspondence analysis. The stability of achievement goal orientations was examined in three ways. First structural stability was examined. A model for structural stability was tested. There was evidence for the invariance of the overall factorial structure, factor loadings, internal consistence, item intercepts and construct variance across the measurement points; Time1 and Time2. Secondly, mean-level stability was examined. The latent factor means revealed statistically significant yet small increases in mastery- approach, performance-approach, performance-avoidance over time. Thirdly, Normative stability was examined using correspondence analysis. The correspondence of achievement goals between Time 1 and Time 2 was highest in mastery-approach (64.8%) and lowest mastery-avoidance (49.2%). Overall, findings from this study support the stability of achievement goal orientation. It also supports that the concepts of achievement goal orientation as an enduring dispositions that reflects students’ generalized beliefs and tendencies to select certain goals and to favor certain outcomes.

참고자료

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