http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
歸因性向과 學業成績과의 關係 및 이 變人들이 後續成就期待에 미치는 影響
權炯子 관동대학교 1995 關大論文集 Vol.23 No.2
The purposes of the present study were to examine the relationships between attribution of causality and the academic achievement, and to analyze the influences of these variables on the subsequent achievement expectation of students. The subjects were 206 students in grade 6, and the data used in this study were the test results of attribution of causality, subsequent achievement expectation and achievement records of last semester. The results were analyzed according to the hypotheses, and the findings of the study were as follows : 1. The relationship between the attribution of causality and the academic achievement There were statistically significant correlations between the attribution of causality and the academic achievement. That is, the internal attribution such as 'ability' and 'effort' showed positive correlations with academic achievement(r=.326∼.395), while the external attribution such as 'others' and 'luck' showed negative correlations with academic achievement(r=-.174∼-.184). 2. The relationship between the attribution of causality, and the academic achievement with the subsequent achievement expectation There appeared to be statistically significant correlations between attribution of causality and the subsequent achievement expectation. There were positive correlations between internal attribution such as 'ability' and 'effort' (r=.142∼.190) with subsequent achievement expectation, but there were no significant correlations in the case of external attribution such as 'others' and 'luck'. And, there was significant correlation between the academic achievement and the subsequent achievement expectation(r=.365). 3. The aggregate effects of the attribution of causality, and the academic achievement on the subsequent achievement expectation The aggregate effects of the academic achievement on the subsequent achievement expectation was 12.9% (R=.360), while attribution of causality did not show any aggregate effect.
權炯子 관동대학교 1997 關大論文集 Vol.25 No.1
The purpose of this study was to investigate the effects of perceived classroom climate and self-concept on the school achievements of elementary school children. To achieve this purpose, 420 sixth grade students were sampled in Seoul city and local city. The collected data were analyzed by correlation and oneway analysis of variance. It was found that there were statistically significant positive correlations between perceived claaroom climate and self-concept of children. And, there were statistically significant differences in the school achievements among perceived classroom climate group. Finally, there were statistically significant differences in the school achievements among self-concept group. Specifically, there were statistically significant differences in the school achievements among academic self-concept group, but there were no statistically significant differences in the school achievements among non-academic self-concept group.