Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
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The Relationship among Self-efficacy, Self-determination and Academic achievement of Middle/High School Student

중·고등학생의 자기효능감과 자기결정성 동기 및 학업성취간의 관계 연구

  • Received : 2012.12.13
  • Accepted : 2013.03.07
  • Published : 2013.03.31
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Abstract

The purpose of this study is to investigate the relationship among self-efficacy, motivation proposed by self-determination theory and academic achievement and to confirm the relative predictive power of motivation variables in predicting 480 middle/high students' achievement. The instruments used in this study were 'Self-efficacy' and 'Self - regulation' scale. The data were analyzed with Pearson correlations and multiple regression (stepwised) analysis. The correlations among self-efficacy, self-determination motivation and academic achievement were significant. The variables among self-determination were correlated to academic achievement in middle school. Among the variables of self-determination motivation, identified regulation, Integrated regulation and intrinsic regulation were positively related to academic achievement in high school but amotivation was negatively related to academic achievement. Self-control efficacy and self-confidence were the significance predictor of academic achievement in middle school. Hard-task preference and self-control efficacy were the significance predictor of academic achievement in high school students. Introjected-regulation was the best predictor of academic achievement in middle school. Identified-regulation was the best predictor of academic achievement in high school.

본 연구는 중 고등학생을 대상으로 자기효능감과 자기결정성 동기 및 학업성취 간에 어떠한 관계가 있는지를 알아보았다. 이를 위해 서울 시내의 중 고등학생 480명을 대상으로 자기효능감 검사와 자기결정성 동기 검사를 실시하였다. 수집된 자료를 활용하여 상관관계, 중다 회귀 분석을 실시하였다. 중 고등학생 모두 자기효능감 합계와 학업성취와 정적상관이 있었다. 자기결정성 동기에서는 중학생은 자기결정성 동기의 하위 요인 모두가 학업성취와 상관이 있었던 반면에, 고등학생은 하위 요인 중에서 동일시조절, 통합조절, 내적 동기와 학업성취 사이에 정적상관이 있고, 무동기는 부적상관을 나타내었다. 자기효능감 하위요인 중에서 중학생은 자기조절효능감과 자신감이, 고등학생은 과제 난이선호도와 자기조절효능감이 학업성취를 의미 있게 설명하였다. 자기결정성동기 하위요인 중에서 중학생은 내사조절이, 고등학생은 동일시조절이 학업성취에 유의미한 영향력이 있었다.

Keywords

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