미래지향적 목표의 검사도구 개발 및 타당화

문병상(Byung-Sang Moon) 한국교육평가학회 2011 교육평가연구 Vol.24 No.3

본 연구는 미래지향적 목표의 검사도구를 개발하는 과정으로 객관적인 문항 검증과 타당도, 신뢰도 검증 과정을 통해 검사도구를 개발하고 타당화하는 것을 주된 목적으로 하고 있다. 선행 연구와 이론적 탐색을 통하여 미래지향적 목표의 요인을 명성, 부자, 직업, 사회, 그리고 가족지향적 목표로 구성하였으며, 또한, 한 요인당 10개의 문항을 개발하여 전체 50개의 5점 척도 예비 문항을 제작하였다. 초등학생 6학년 300명을 대상으로 예비검사를 거처 최종 5요인 15 문항을 선정하고, 초등학생 6학년 500명을 대상으로 본 검사를 실시하였다. 본 검사 문항의 양호도를 알아보기 위해서 탐색적 요인분석을 실시한 결과 명성지향 미래목표, 부자지향 미래목표, 직업지향 미래목표, 사회지향 미래목표, 그리고 가족지향 미래목표로 구성된 5개 요인과 15개 문항을 추출하였다. 그리고 확인적 요인분석을 통해서 미래지향적 목표의 하위 요인으로 구성된 모형의 적합도를 검증한 결과매우 양호한 것으로 판명되었다. 또한 준거타당도를 알아본 결과 미래지향적 목표 검사가 성취목표지향성과 자기조절학습 검사 간에 유의미한 정적 상관이 있었다. 미래지향적 목표의 하위 요인들의 내적 일관성 신뢰도 Cronbach α 계수는 .670에서 .809 사이에 있었으며, 전체 문항은 .843로서 신뢰도가 높은 것으로 나타났다. 또한, 하위 요인들 간의 상관관계는 .243-.524 사이로 하위 요인들이 서로 독립성을 유지하면서 긴밀한 상관관계를 유지하고 있었다. 본 연구는 국내에서 미래지향적 목표를 측정하는 검사도구를 개발하였다는 점에서 의의가 있다. The purpose of this study was to develop and validate a Future-Oriented Goals Inventory for sixth grade in elementary school in Korea. The subjects of this study were 480 children sampled from elementary school in Taegu. The statistical method used for data analysis was exploratory factor analysis and confirmatory analysis by SPSS/PC+ and AMOS 6.0 program. The findings of this study were as follows: First, it was shown that a Future-Oriented Goals Inventory consists of 5 factor by exploratory factor analysis, that is fame-oriented future goals, wealth-oriented future goals, career-oriented future goals, family-oriented future goals, and society-oriented future goals. Second, a validity and reliability of a Future-Oriented Goals Inventory was significant statistically, respectively. Cronbach's α ranged from .682 to .805. Third, the model fit indices of GFI, NFI, RMSEA by confirmatory factor analysis using AMOS(structural equation model) suggest that the dataset fit a future-oriented goals model well. In conclusion, the newly developed Future-Oriented Goals Inventory has acceptable psychometric characteristics and it can be used in future for a relationship research among a future-oriented goals, achievement goals, self-regulated learning, and academic achievement.

The Relationship between the Types of Stress Coping and Life Goals for College Freshmen

Jungae Kim 국제문화기술진흥원 2020 International Journal of Advanced Culture Technolo Vol.8 No.2

This study was a descriptive cross-sectional study using questionnaire that analyzed the relationship between stress coping types and life goals in the freshmen. The study period lasted from May 1, 2020 to May 20, 2020. A total of 282 people participated in the study, with freshmen enrolled in C and J provinces. The collected data were analyzed frequency, t-test, multiple regression, and Pearson correlation using SPSS 18.0. As a result, the passive(r=.202, p<0.05), aggressive(r=.243, p<0.05), Supportive(r=.255, p<0.01) and active stress coping types(r=.410, p<0.01) were correlated with achieve oriented life goal. And Supportive(r=.383, p<0.01), Active stress coping types(r=.497, p<0.01) were correlated with life oriented goal. According to gender, men (Mean 1.87, SD=0.62) had higher aggressive stress coping types than women (Mean=1.54, SD=0.52) (t=4.202, p=.000). People with achieve oriented life goals were found to have an effect on passive (t=7.176, p<0.01), aggressive (t=1.974, p<0.05) and evasive stress coping types (t=4.207, p<0.01). People with life oriented life goals were found to have ab effect on passive (t=6.331, p<0.01)), active stress coping types (t=2.101, p<0.05). In addition, passive (t=2.946, p<0.01), aggressive (t=4.067, p<0.01) and evasive stress coping types (t=2.624, p<0.01) affected achieve oriented goals, supportive stress coping types (t=5.438, p<0.01) affected the life oriented life goal, and active stress coping type affected on both achieve (t=4.061, p<0.01) and life oriented life goal (t=6.905, p<0.01).

잠재성장모형을 이용한 삶의 목표가 부정적 자아정체감을 매개로 하여 삶의 만족도에 미치는 영향 분석

허영주 한국지식정보기술학회 2020 한국지식정보기술학회 논문지 Vol.15 No.3

The purpose of this study was examine a mediating effect of negative ego-identify on the relationship between life goal and life satisfaction. This study used the data of Korean Children Youth Panel Survey(KYPS) by National Youth Policy Institute. The data on 3th, 5th, 7th was used. The results were as follows. First, the higher justice oriented goal of 3rd students of middle school, the lower negative ego-identify. And the higher achieve oriented goal, the higher negative ego-identify. Second, the higher justice oriented goal of 2nd students of high School and 1st students after graduating from high school, greater changing ratio of negative ego-identify. And the higher achieve oriented goal of same times, the faller its changing ratio. Also, faller changing ratio of negative ego-identify is high satisfaction of life. Third, negative ego-identify partially mediate between justice oriented goal and life satisfaction, but it completely mediate between achieve oriented goal and life satisfaction. Based on the results, the following suggestions were. First, we must educate that adolescent have high justice oriented goal than achieve oriented goal. But we have to follow up on the research for promoting balanced development of various goals. Second, we need to provide education of overcoming negative ego-identify and helping think and find answers about the meaning of life for high life satisfaction of adolescent.

웹기반 학습환경에서 학습지향목표 지원이 내재적 동기 및 학업성취도에 미치는 효과

심화영 ( Hwa Yong Shim ),송해덕 ( Hae Deok Song ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2007 교육정보미디어연구 Vol.13 No.3

본 연구의 목적은 웹기반 학습환경에서 학습지향적인 목표를 촉진시키는 학습동기지원전략의 제공이 학업성취도와 내재적 동기에 미치는 효과를 살펴보는 데에 있다. 이를 위해 초등학교 5학년 학생 70명이 웹기반 학습환경에서 학습동기지원전략의 제공 여부에 따라 실험집단(35명)과 통제집단(35명)에 참가하였다. 실험집단의 경우 학습지향적인 목표를 증진시키기 위해 고안된 과제메시지와 학습자 중심의 과제선택권이 제공되었고, 통제집단은 이러한 전략이 제공되지 않았다. 연구 결과 웹기반 학습환경에서 학습지향적인 목표를 증진시키기 위한 동기전략들이 제공된 집단의 학습자들이 그렇지 않은 집단의 학습자들보다 학업성취도 및 내재적 동기 검사에서 높은 점수를 보이는 것으로 나타났다. 이러한 결과는 웹기반 학습환경에서 학습동기지원전략의 제공이 학업성취도와 내재적 동기를 증진시킨다는 것을 의미한다. 학습지향적인 목표와 내재적 동기, 학업성취도 사이의 상관관계의 정도를 측정한 결과 학습지향적인 목표와 내재적 동기간에 유의미한 상관관계가 나타났다. 그렇지만 학습지향적인 목표와 학업성취도간, 내재적 동기와 학업성취도 간에는 의미있는 상관관계가 나타나지 않았다. The purpose of this study is to examine the effects of providing goal-oriented context on intrinsic motivation and achievement in a web-based learning environment. Both students who received the goal-oriented context and those who did not receive the goal-oriented context participated in a web-based learning environment to study Powerpoint. The goal-oriented context was created by incorporating two contextual factors (task instruction messages, distribution of authority) to increase a learner`s learning goal orientation. Task instruction messages emphasized the importance of learning and task challenge and were presented both before and after of the each learning unit. Distribution of authority were possible by allowing learners to choose learning topics and learning paths in the study material. Study results showed that students in the goal-oriented context group earned significantly higher scores on both achievement test and intrinsic motivation test than those in the control group. This result implies that stimulating learning goal orientation influences the development of intrinsic motivation and learning outcomes. Results also showed that significant correlation were found between learning goal orientation and intrinsic motivation, and between intrinsic motivation and achievement. However, no significant correlation was found between learning goal orientation and achievement. Future studies should find the relations between learning goal orientation, intrinsic motivation, and achievements in order to identify the effect of supporting goal orientation on intrinsic motivation and achievement clearly.

고등학생의 학업적 자기효능감과 학습몰입 간의 관계에서 성취목표지향성의 매개효과

최미경(Mi-Kyung Choi),조규판(Gyu-Pan Cho) 한국열린교육학회 2022 열린교육연구 Vol.30 No.6

본 연구의 목적은 고등학생의 학업적 자기효능감과 학습몰입간의 관계에서 성취목표지향성의 매개효과를 알아보는 것이다. 연구의 목적을 위해 부산시 소재 B고등학교 학생 299명을 대상으로 설문을 실시하였으며, 최종적으로 287명의 자료를 분석하였다. 학업적 자기효능감, 학습몰입, 성취목표지향성 간의 관계를 알아보기 위해 상관분석을 실시하였고, 성취목표지향성의 매개효과를 검증하기 위해 회귀분석을 실시하였다. 본 연구의 결과와 논의를 통해 얻은 결론은 다음과 같다. 첫째, 학업적 자기효능감, 학습몰입, 성취목표지향성 간에는 유의미한 상관이 있다. 둘째, 학업적 자기효능감과 학습몰입 간의 관계에서 숙달접근목표지향성은 부분매개효과가 있다. 셋째, 학업적 자기효능감과 학습몰입 간의 관계에서 수행접근목표지향성은 부분매개효과가 있다. 이러한 결과를 바탕으로 고등학생들의 학습몰입을 촉진하기 위해 성취목표지향성 유형을 고려하여 학교 현장에서 효율적 학습에 대한 교육적 방향을 제시하는 것이 필요하다. The purpose of this study is to investigate the mediating effects of achievement goal orientation on the relationship between academic self-efficacy and learning flow of high school students. For the purpose of this study, a questionnaire was conducted on 299 students of B high school located in Busan, and the data of 287 students were finally analyzed. Correlation analysis was performed to examine the relationship among academic self-efficacy, learning flow, and achievement goal orientation; regression analysis was performed to verify the mediating effects of achievement goal orientation. The conclusions from the results and discussions are as follows. First, there are significant correlations among academic self-efficacy, learning flow, and achievement goal orientation. Second, mastery approach goal orientation has a partial mediating effect between academic self-efficacy and learning flow. Third, performance approach goal orientation has a partial mediating effect between academic self-efficacy and learning flow. Based on these conclusions, it is necessary to present an educational direction for effective learning in the school field by considering the achievement goal-oriented type in order to promote the learning flow of high school students.

대학생의 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략 간의 구조적 관계

최영미(Young Mee Choi),송인섭(In Sub Song) 한국교육심리학회 2013 敎育心理硏究 Vol.27 No.1

본 연구의 목적은 미래지향목표, 근접하위목표, 과제도 구성지각 및 자기조절전략 간의 구조적 관계를 알아보는 것이다. 이를 위해 대학생용 미래지향목표 척도를 번안하여 타당화하였으며, 미래지향목표, 근접하위목표, 과제도 구성지각 및 자기조절전략 간의 구조적 관계를 검증하였다. 그리고 최종 모형이 학년별, 성별 모두 동일하게 적용될 수 있는지를 알아보았다. 대학생용 미래지향목표 척도의 타당도와 신뢰도를 확인한 결과 미래지향목표는 3개의 하위요인(개인성장지향, 관계지향, 지역사회지향)은 내재적 미래지향목표로, 나머지 3개의 하위요인(부지향, 명성지향, 이미지지향)은 외재적 미래지향 목표로 구분되는 2차 위계모형이며 적절한 수준의 준거타당도과 신뢰도를 지니고 있었다. 변인들 간의 구조적 관계를 검증한 결과, 미래지향목표는 근접하위목표에 영향을 주고 근접하위목표는 과제도 구성지각에 영향을 주며 과제도 구성지각은 자기조절전략에 순차적으로 직접적인 영향을 주는 것으로 나타났다. 그리고 최종 구조적 관계모형이 학년 및 성별 집단 모두에 동일하게 적용될 수 있는 것으로 나타났다.본 연구는 학업상황에서 미래지향목표가 자기조절전략에 영향을 주는 과정에 대한 이론적 기초를 제공해 주었으며, 구조적 관계모형을 통해 그 중요성을 경험적으로 검증하고 변인들 간의 직·간접 효과를 밝힘으로써 변인들 간의 관계를 명확하게 해석할 수 있도록 하였다. 그리고 수업과 상담에서 뿐 아니라 학습개선 프로그램 개발에 새로운 시각을 제공하였다는데 의의가 있다. The purpose of this study is to test the structural relationship among university students` future-oriented goals, proximal subgoals, perceived task instrumentality, and self-regulation strategies. To accomplish this end, the future-oriented goals scale was translated and validated. And the model that future-oriented goals affect self-regulation strategies through proximal subgoals and perceived task instrumentality was tested by structural equation modeling analysis. Also it was confirmed that final model could be identically applied regardless school grade and gender. In order to solve the first question, the future-oriented goals scale was translated and validated. From the results of the confirmatory factor analysis and the high confirmatory factor analysis, it was determined that the future-oriented goals scale consists of 6 factors each 5 items. Which consisted of intrinsic goals(personal growth, relationships, and community) and extrinsic goals(wealth, fame, image). It was a good criteria for validity and reliability. In order to solve the second question, it was applied in a two-step approach. The goodness-of-fit and validity of measurement model was investigated and then the structural relations model was analysed. The results of the study are as follows. First, students` future-oriented goals affect their proximal subgoals, their proximal subgoals affect their perceptions of task instrumentality, and their perceptions of task instrumentality, in turn, affects self-regulation strategies directly. Second, future-oriented goals and proximal subgoals affect self-regulation strategies through perceived task instrumentality indirectly. Third, intrinsic future-oriented goals affect proximal subgoals, perceived task instrumentality, self-regulation strategies more than extrinsic future-oriented goals. In order to solve the third question, a multi-group analysis was performed random sampling 200 students per group. The final structural relations model results were the same between verified modeling groups. The three educational meanings are discussed.

행위복합성과 의도하지 않은 결과

이수인(Lee Soo In) 한국사회학회 2008 韓國社會學 Vol.42 No.7

본 연구는 1980년대 학생운동의 실전을 다양한 행위지향들의 복합적 구성을 통해 설명하고 그에 따른 실천들이 어떤 의도하지 않은 결과들을 낳았는지 살펴보았다. 1980년대의 학생운동은 뚜렷한 이념과 목표를 가진 조직운동으로서 민중민주주의라는 궁극적 목표를 지향하고 이를 위해 정치권력의 대체라는 목표를 추구하였다. 운동엘리트들은 정치권력의 대체를 위해 1980년대 중반까지는 삼민이념을, 1980년대 중반 이후에는 교조적 마르크스주의와 주체사상이라는 이념적 목표를 설정하였고 혁명의 정당성을 설득하고자 정당성 목표를 채택하였다. 이러한 운동조직의 목표-수단의 연쇄과정에서 이념에 따른 가치합리적 행위와 혁명을 지향하는 목적합리적 행위, 정당성을 추구하는 감정적 행위가 결합하였다. 1980년대 초반, 광의의 마르크스주의 패러다임에 기반한 학생운동은 줄곧 계급과 민족, 선도성과 대중성 가운데 무엇을 더 중요시할 것인가의 문제로 대립하였는데 이러한 학생운동의 대립은 정당성 목표가 기반하고 있는 감정요소의 상이성 때문이었다. 정당성 추구에 따른 감정요소의 분기는 1980년대 중반에 이르러 교조적 마르크스주의와 주체사상이라는 운동이념의 분화를 낳았다. 대립적 이념은 그에 적합한 상이한 정당성 목표와 연계되었다. 교조적 마르크스주의는 지식인의 성찰성에 기반하는 정당성 목표와 결합하였고 주체사상은 공동체적 집단성에 의거하는 정당성 목표와 결합하였다. 이러한 결합요소의 차이로 전자는 가치합리적 행위지향이, 후자는 정서적·목적합리적 행위지향이 두드러지면서, 뚜렷이 대립되는 실천양상이 나타났다. 한편, 학생운동의 각 목표들이 목표-수단의 연쇄 속에 결합하는 가운데 하위목표가 우선시 되면서 상위목표를 대체하는 목표전환 현상이 나타났다. 즉 학생운동에서 민주주의라는 목표를 위해 도입한 하위 목표였던 '계급·전위'나 '민족·대중'을 우선시하게 되면서 형식과 절차를 넘어서는 민주주의의 가치와 내용에 대한 추구는 실종되었다. This study tried to explain the practices of 1980's student movement as the complex composition of various orientations of action and examined unintended consequences of the practices. The student movement, which formed organization and had ideology and several goals, sought after people's democracy as a ultimate goal. The movement's elites pursued the revolution for the ultimate goal and selected ideological goal as a instrument to fulfil the revolution and adopted legitimacy goal for justifying it. The ideology was Sammin-ism in the mid 1980s and dogmatic marxism and Kim Ii Sung-ism in the late 1980s. The process of these chain of goal-instrument in the movement organizations made value-rational action to ideology and goal-oriented rational action to revolution and emotional action to legitimacy combined. The movement had contended about which is more important between the nation and the class, the mass and the vanguards in korean revolution. Those contentions of the movement were due to differences of emotional grounds in legitimacy. Divergency of the emotional factors brought ideological division from Sammin-ism into dogmatic marxism and Kim Ii Sung-ism. Ideological differences between dogmatic marxism and Kim Il Sung-ism forced to pursue different organizational legitimacy which was linked special emotions. Dogmatic marxism was combined with legitimacy goal, which was linked to intelligentsia's reflection as an individual moral emotion. Kim Il Sung-ism was combined with legitimacy which was linked to collective moral emotion. The differences of combination elements in goal formation made the movement brought about different practices. The former made noticeable value-rational action in the organizational practices, the latter made remarkable emotional and goal-oriented rational action in them. Owing to the process of the chain of the goal-instrument in the movement organizations, goal displacement appeared. In other words, low rank goal which were adopted for realization of democratism took precedence of high rank goal or pursuing for democracy. As a consequence, democratism lost in the movement.

해양레저스포츠 참여자들의 성취목표 지향성과 인지된 자유감 및 자아실현의 관계

김덕임(Deog Im Kim),박승환(Seung Hwan Park) 한국여가레크리에이션학회 2010 한국여가레크리에이션학회지 Vol.34 No.1

The purpose of this study is to investigate and analyze two types of Marine Leisure Sports Participants` goal-orientation, project-orientedness and self-orientedness and then to offer basic data on the relationship of marine leisure sports participants` goal-orientedness with perceived sense of freedom and self-realization to solve and improve problems occurring in the process of exerting their abilities in competition with others. The subjects of the study were adult men and women participating in marine leisure sports activities in Gangwon Province June and July 2009. Being individually input in computer, the collected data were analyzed through standard multiple regression analysis using SPSS 17.0 for Window. As a result, this study came to the following conclusions: First, project-orientedness in two types of goal-orientation of marine leisure sports participants had some influence upon their perceived sense of freedom and their self-realization. Second, self-orientedness in two types of goal-orientation of marine leisure sports participants had some influence upon their perceived sense of freedom and their self-realization.

중·고등학교 골프선수들의 성취목표 지향성과 인지된 자유감 및 자아실현의 차이 분석

김근영,최영수 한국체육과학회 2007 한국체육과학회지 Vol.16 No.4

The purpose of this study is to examine and analyze two types of golf players' goal-orientedness, i.e. assignment-orientedness and self-orientedness and also determine possible associations among goal-orientedness, cognized sense of freedom and self-realization so that it can help golf players resolve any potential problem in exerting their own abilities amid competitions with others, and also provides a basic reference material for their better athletic ability. This study took total 224 samples from male and female teenage golf players at middle and high schools in Seoul and Gyeonggi province according to stratified cluster random sampling. Data from those samples were individually input in computer and analyzed via one-way ANOVA using SPSS 14.0 for Window so as to determine differences in cognized sense of freedom and self-realization depending on sociodemographic characteristics. Once there was any significant difference, mean values were verified through Scheffe's post-hoc test( =.05). As a result, this study came to the following conclusions:First, it was found that there were more or less significant differences in sense of freedom depending on sociodemographic characteristics.Second, it was found that there were more or less significant differences in self-realization depending on sociodemographic characteristics.

환대산업 전공 대학생들의 미래지향목표가 진로준비행동에 미치는 영향에 있어 진로결정몰입의 조절효과

윤경,김진강 한국관광산업학회 2019 Tourism Research Vol.44 No.4

Grounded on the Social Cognitive Career Theory(SCCT), this researcher has examined correlation between variables, college students’ future-oriented goals, career preparation behavior and commitment to career choice. It is expected that this study will be used as foundational material on college students’ career decision-making and provide implications about career guidance and counseling. This study has drawn results as below: First, according to the results of investigating the effects of future-oriented goals on career preparation behavior, among the subfactors of future-oriented goals, fame-orientedness, personal growth-orientedness, and community-orientedness have positive influence on career preparation behavior. Therefore, at college and at home, it is needed to cultivate students’ self-directed learning ability so that they can choose and decide what to do on their own to achieve their personal growth-oriented goals. To make our society better through community-orientedness, it is necessary to provide socialization training so that they can be more altruistic and help those in need while working. Second, according to the results of verifying the moderating effects of commitment to career choice in correlation between future-oriented goals and career preparation behavior, commitment to career choice exerts positive influence directly on career preparation behavior instead of having moderating effects while future-oriented goals influence career preparation behavior. Therefore, when teaching students, it is needed to enhance their self-efficacy such as faith in their ability to perform what they should do successfully to achieve the career they want and also have positive expectations about their career outcome. It is because expectations about the outcome allow them to get over the dragging processes of career preparation and help them continue to be involved in career preparation. In addition, it is necessary for families to provide active support through family resilience or communication between parents and children. 본 연구에서는 사회인지진로이론에 근거하여 대학생의 미래지향적 목표가 진로준비행동에 미치는 영향과 이들 관계에서 진로결정몰입의 조절효과를 규명함으로써 대학생의 진로결정 관련 기초자료로 활용되어 진로지도 및 상담에 시사점을 제공하고자 연구를 수행하였다. 연구결과 다음과 같은 결과가 도출되었다. 첫째, 미래지향목표가 진로준비행동에 미치는 영향관계를 살펴본 결과 미래지향목표의 하위요인 중 명성 지향, 개인성장 지향, 지역사회 지향은 진로준비행동에 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 따라서 대학 및 가정에서는 학생들의 개인성장 지향 목표 함양을 위해 해야 할 일을 스스로 선택하며 결정할 수 있도록 자기주도학습 능력을 배양시켜주어야 할 것이며, 지역사회 지향과 같은 더 나은 사회를 만들기 위해 일하며 어려운 사람들을 돕는 이타주의를 배양시켜주기 위해 사회화 훈련이 필요할 것이다. 둘째, 미래지향목표와 진로준비행동의 관계에서 진로결정몰입의 조절효과를 검증한 결과 미래지향목표가 진로준비행동에 미치는 영향에 있어 진로결정몰입은 조절효과를 보이기 보다는 진로준비행동에 직접적으로 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 이에 학생들을 지도함에 있어 자신의 원하는 진로를 성취하기 위해 필요한 행동을 성공적으로 수행할 수 있는 능력에 대한 신념과 같은 자기효능감을 높여주어야 하며, 진로결과기대를 긍정적으로 할 수 있도록 하여야 할 것이다. 결과기대는 힘든 취업준비 과정을 극복할 수 있도록 도우며, 지속적으로 취업과 관련 준비행동을 하도록 하는데 도움이 되기 때문이다. 또한 가족탄력성 및 부모-자녀 의사소통과 같은 가족의 적극적인 도움이 필요하다.