대학생의 목표동기와 정신적 웰빙의 관계: 목표조절의 매개효과

신현숙 한국청소년학회 2022 청소년학연구 Vol.29 No.3

Goal adjustment is implemented by goal disengagement (giving up unattainable goals) and goal reengagement (pursuing alternative goals) as adaptive self-regulatory responses to unattainable goals. The purpose of this study was to test mediation effects of goal adjustment on the relations of goal motives (autonomous motives, controlled motives) to mental well-being. Online survey data were collected from a nationwide sample of 583 four-year college students in Korea and were analyzed by the structural equation modeling. First, the partial mediation model fit the data better than the complete mediation model. Second, the mediation effect of goal reengagement and the serial mediation effect of goal disengagement and goal reengagement in the relation of autonomous motives to mental well-being were significant. In the relation of controlled motives to mental well-being, none of the mediation effects of goal disengagement and goal reengagement were significant. The results indicate that autonomous motives not only directly positively influence mental well-being but also indirectly influence mental well-being through the mediation of goal adjustment and that controlled motives only directly negatively influence mental well-being. In addition, a negative relation of autonomous motives to goal disengagement was significant, relations of controlled motives to goal disengagement and goal reengagement were not significant, and a relation of goal disengagement to mental well-being was not significant. Implications of the results, limitations of this study, and suggestions for further research were discussed. 달성 불가능한 목표에 대한 적응적 자기조절 반응으로서 목표조절은 목표이탈(달성 불가능한 목표의 포기)과 목표재관여(대안목표의 추구)로 실행된다. 이 연구의 목적은 목표동기(자율동기, 통제동기)와 정신적 웰빙의 관계에서 목표조절의 매개효과를 검증하는 것이다. 전국 규모의 온라인 조사를 통해 4년제 대학생 583명 자료를 수집하였고, 구조방정식모형 분석을 실행한 결과는 다음과 같다. 첫째, 완전매개모형보다 부분매개모형의 적합도가 우수하였다. 둘째, 자율동기와 정신적 웰빙의 관계에서 목표재관여의 매개효과와 목표이탈과 목표재관여의 순차적 매개효과가 유의하였다. 통제동기와 정신적 웰빙의 관계에서는 목표이탈의 매개효과, 목표재관여의 매개효과, 목표이탈과 목표재관여의 순차적 매개효과가 모두 유의하지 않았다. 이러한 결과는 자율동기가 정신적 웰빙에 직접 긍정적 영향을 미칠 뿐만 아니라 목표조절의 매개과정을 통해 간접적으로도 영향을 미치며, 통제동기는 정신적 웰빙에 직접적으로만 부정적 영향을 미친다는 것을 의미한다. 추가로, 자율동기와 목표이탈의 부적 관계가 유의한 결과, 통제동기와 목표이탈 및 목표재관여의 관계가 유의하지 않은 결과, 목표이탈과 정신적 웰빙의 관계가 유의하지 않은 결과의 의미를 해석하였다. 끝으로, 이 연구의 의의와 제한점 및 후속연구의 주제를 논의하였다.

The Application of the Goal-Gradient Hypothesis and the Temporal Construal Theory to Customer Loyalty Programs - Goal Gradient Hypothesis and Temporal Construal Theory

송태호,김민철,고우리 한국마케팅학회 2014 ASIA MARKETING JOURNAL Vol.16 No.1

The goal-gradient hypothesis states that the tendency to approach a goal increases with the increasing proximity of the goal (Hull 1932). It was initially supported with an evidence of animal experiments and since then, several papers have investigated the goal-gradient hypothesis in humans. Although there are some evidences related to the goal-gradient hypothesis in human behaviors, none of previous studies can properly explain its underlying mechanism, and what’s more, they were not able to suggest useful managerial applications in human behaviors. From these perspectives, this work points out that there are some theoretical weaknesses to apply the goal-gradient hypothesis into the complicated human decision-making behaviors and proposes an alternative theoretical mechanism that underlies the goal-gradient hypothesis in human. Finally, it offers insights into managerial implications of the goal-gradient hypothesis in the marketing field. This study focuses on the changes in motivations for achieving goals, in terms of how approaches to goals vary according to temporal distance from those goals. Specifically, the temporal construal theory (Liberman and Trope 1998) is considered as the underlying mechanism of the goal-gradient in that the temporal construal theory argues how the temporal distance from a goal makes people change their associated values regarding to that goal. According to the temporal construal theory, the value of distant future outcomes (near future outcomes) is construed on the basis of abstract and central features (concrete and peripheral features), and it argues that distant future situations are construed on a higher level than near future situations. This means that the value associated with the high-level construal is enhanced over delay, whereas the value associated with the low-level construal is discounted over delay. Our propositions suggest that the goal-gradient behavior in human can be motivated by the different aspects or characteristics of the goal as time changes based on the temporal construal theory. Thus, the following propositions are proposed. P 1-1: If the goal is far away, consumers put more value on the central features that are more associated with the desirability of the goal. P 1-2: If the goal is far away, consumers put more effort into accomplishing the goal that has more central features, regardless of its peripheral features. P 2-1: If a goal is near, consumers put more value on the peripheral features that are more associated with the feasibility of the goal. P 2-2: If a goal is near, consumers put more effort into accomplishing the goal that has more peripheral features, regardless of its central features. We hope to provide sufficient managerial implications for the companies as our research aims to show how consumers react differently as they progress toward the goal. Proposed propositions may provide guidance for companies developing a loyalty program, enabling them to understand what kinds of benefits or services they should provide or emphasize to consumers in loyalty programs on the basis of the time-dependent changes in outcome values (such as gifts, reward coupons). The effects of temporal distance from a goal should inform companies’ marketing activities and help them to determine where emphasis should be placed in designing the benefits of their loyalty program.

치의학 실습수업에서 성취목표 지향성이 자기동기화, 자기조정학습전략 및 자기효능감에 미치는 영향

김영상 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.3

Purpose: The present study seeks to achieve two goals: to verify the correlation between achievement goal orientation, self-motivation, self-regulated learning strategies, and self-efficacy in students who are enrolled in preclinical practice instruction in a dental hygienist program; and to validate the effect of achievement goal orientation as an independent variable on self-motivation, self-regulated learning strategies, and self-efficacy. Methods: The participants comprised 172 female students who were attending a dental hygienist program at S college, located in S city in Gyeonggi-do province. Pearson correlation was used to analyze the relationship between achievement goal orientation, self-regulated learning strategies, self- motivation, and self-efficacy. In addition, multiple regression analysis was used to confirm the effects of achievement goal orientation on self-motivation, self-regulated learning strategies, and self-efficacy. Results: Our data showed that mastery goal and performance approach goal were positively correlated with achievement goal orientation, self-efficacy, and self-motivation, while performance avoidance goal was minimally correlated with them. Our multiple regression analysis revealed that the subcomponents of achievement goal orientation(i.e., mastery goal, performance approach goal, and performance avoidance goal) positively influenced metacognition(R2=.18) and behavior(R2=.35), the two domains of self-regulated learning strategy, and self-efficacy(R2=.17), as well as self-motivation(R2= .37). Conclusion: The achievement goal orientation of female students who attend a preclinical practice course in a dental hygienist program influences self-motivation, self-regulated learning strategies, and self-efficacy, similar to other findings in which subjects, from children to university students, have partaken in knowledge-based instruction.

Goal-formation Process in Fractal Manufacturing Systems

Ryu, Kwangyeol,Jung, Mooyoung 한국경영과학회 2003 한국경영과학회 학술대회논문집 Vol.- No.1

Decomposition of tasks in the ordinary manufacturing systems is usually based on the predefined goal of the system. To achieve the high-level-goals (e.g., factory goal or company goal), several sub-goals should be achieved in advance. However, goals can change along with the current status of the system and the external environmental situations. Thus, a manufacturing system should support the goal-formations which can be beatable these changes for efficient and effective operations. Therefore, it is necessary to develop a systematic methodology for the goal-formations in a manufacturing system. Especially, the formation and/or change of goals in real-time should be possible for distributed and dynamic systems including the fractal manufacturing system (FrMS). In this paper, a threefold methodology is proposed for the goal-formation process (GFP) in the FrMS; 1) a goal-generating process (GGP) to make and propagate fuzzy goals, 2) a goal-harmonizing process (GHP) to eliminate or reduce conflicts and interferences of goals by using a mobile agent-based negotiation scheme, and 3) a goal-balancing process (GBP) to make a compromise between goals by using quantifiable indicators of the manufacturing system.

대학생의 학업통제, 학업가치, 긍정정서 및 부정정서, 목표몰입의 관계

권대훈 중앙대학교 한국교육문제연구소 2018 한국교육문제연구 Vol.36 No.2

Goal commitment implies the intention to extend their effort toward goal attainment, persistence in pursuing that goal over time, and an unwillingness to lower or abandon that goal when faced with difficulties in achieving goals. For a successful college life, students must be committed to their academic goals. The purpose of this study is to test relationships among academic control, academic value, positive emotions, negative emotions, and goal commitment. Three hundred and twenty college students filled out the Positive Affect and Negative Affect Schedule(PANAS), Perceived Academic Control Scale, Academic Value Scale, and Goal Commitment Scale. The results of this study were as follows; First, academic control and academic value had a significant direct effect on positive emotions and goal commitment, and a significant negative effect on negative emotions. Second, positive emotions had a significant positive effect on goal commitment, but negative emotions had a significant negative effect on goal commitment. Third, positive emotions and negative emotions partially mediated the relation from academic control to goal commitment. Fourth, positive emotions and negative emotions partially mediated the relation from academic value to goal commitment. The results of this study suggest that, in order to foster college students’ goal commitment, we should help them perceive they can control academic activities and outcomes, give high value on academic activities and outcomes, and experience more positive emotions than negative emotions. 목표몰입은 목표를 달성하기 위해 지속적으로 노력하고 목표를 달성하는 과정에서 어려움에 당면할 경우에도 포기하지 않고 원래 목표를 꾸준하게 추구하는 것을 뜻한다. 대학생들이 성공적으로 대학생활을 영위하려면 학업목표를 달성하기 위해 몰입해야 한다. 이 연구는 대학생을 대상으로 학업통제, 학업가치, 긍정정서 및 부정정서, 목표몰입의 관계를 검증하는 데 목적이 있다. 이 연구의 목적을 달성하기 위해 대학생 320명에게 긍정정서 및 부정정서 척도, 학업통제 척도, 학업가치 척도, 목표몰입 척도를 실시했다. 이 연구의 주요한 결과는 다음과 같다. 첫째, 학업통제 및 학업가치는 긍정정서 및 목표몰입에 정적 영향을 미치고, 부정정서에 부적 영향을 미쳤다. 둘째, 긍정정서는 목표몰입에 정적 영향을 미친 반면 부정정서는 목표몰입에 부적 영향을 미쳤다. 셋째, 긍정정서 및 부정정서는 학업통제 가 목표몰입에 미치는 영향을 각각 부분매개했다. 넷째, 긍정정서 및 부정정서는 학업가치가 목표몰입에 미치는 영향을 각각 부분매개했다. 이 연구의 결과는 대학생들의 목표몰입을 높이려면 대학생들이 학업활동 및 결과를 자신이 통제할 수 있다고 지각하고, 학업활동 및 결과에 가치를 부여하며, 긍정정서를 많이 경험하고 부정정서를 적게 경험하도록 해야 함을 시사한다.

Goal-balancing process for goal formation in the fractal manufacturing system

Cha, Y.,Shin, M.,Ryu, K.,Jung, M. Taylor Francis 2007 INTERNATIONAL JOURNAL OF PRODUCTION RESEARCH - Vol.45 No.20

<P> The coordination architecture and mechanisms are proposed for the goal-balancing process (GBP), which is one of the components of goal-formation process (GFP) in the fractal manufacturing system (FrMS). Since each agent in the FrMS generates, achieves and modifies its own goal autonomously during the coordination process with other agents, it is necessary to develop a systematic methodology for the goal-formations in a manufacturing system: GFP takes charge of this methodology, which enables the formation of and the changes in goal through coordination between agents in real-time in the distributed and dynamic systems. The GFP is composed of three sub-processes: the goal-generating process (GGP), the goal-harmonizing process (GHP), and the GBP. The GGP makes and propagates goals for all fractals. The GHP then eliminates or reduces possible conflicts and interferences between goals generated in GGP. The GBP is the post-process of GHP; it refines the fractal's goal, which has been ridded of conflict during the GHP to enhance the global performance of the system, rather than maximizing the performance of each fractal. For the development of the GBP we proposed a mechanism for unit goal-balancing process (UGBP), which is the basic process of GBP that adopts the, fuzzy decision-making, and distributed problem solving approaches.</P>

대학생의 운동 목표 내용이 경쟁 불안에 미치는 영향: 스포츠 경쟁 성향의 매개효과

송용관,황재훈 한국체육학회 2024 한국체육학회지 Vol.63 No.3

본 연구의 목적은 대학생의 운동 목표 내용, 경쟁 성향과 경쟁 불안과의 관계를 검증하였다. 부가적으로 운동 목표 내용과경쟁 불안 관계에서 스포츠 경쟁 성향의 매개효과를 검증하였다. A 지역에 속한 3개 대학에 재학하고 있는 대학생 1,101명을 대상으로 학생들이 인식하고 있는 학습 목표 내용, 경쟁 성향과 경쟁 불안에 관한 설문조사를 진행하였다. 수집된 자료는 통계프로그램을 이용하여 기술통계, 확인적 요인분석, 상관분석, 회귀분석과 Sobel test를 수행하였다. 분석을 통해 몇 가지 의미 있는 결과를 도출하였다. 첫째, 대학생의 내적 목표는 자기-통제감(자신감)에 정적 상관 및 영향을 미치는 것으로나타났다. 외적 목표는 인지 불안과 신체 불안에 정적 상관 및 영향을 미치는 것으로 밝혀졌다. 둘째, 매개효과 결과에서협력 성향은 내적 목표와 신체 불안, 내적 목표와 통제감 그리고, 외적 목표와 인지 불안 사이에서 부분 매개효과가 있는것으로 나타났다. 셋째, 대립 성향은 내적 목표와 인지 불안, 신체 불안, 통제감 사이에서 부분 매개효과가 있는 것으로 밝혀졌다. 또한, 외적 목표와 인지 불안 사이에 부분 매개효과가 있는 것으로 나타났다. 결론적으로 내적 목표를 추구하는 대학생들은 경쟁 불안이 낮으며, 외적 목표를 추구하는 대학생들은 경쟁 불안이 높다는 것을 의미한다. 또한, 내적 목표와 경쟁 불안 사이에서 협력 성향은 경쟁 불안을 감소시키지만, 외적 목표와 경쟁 불안 사이에서 대립 성향은 경쟁 불안을 더욱높일 수 있다는 것을 시사해 주고 있다. 타인의 시선과 잘못된 경쟁을 추구하기보다는 자신의 내적 발달과 구성원과의 협력을 추구하는 것이 경쟁 불안을 낮출 수 있다는 것을 말해준다. The aim of this study was to verify the mediating effect of sports contesting orientation in the relationship between the relationship between goal contents and competition anxiety in college students. College students (N=1,101) participated in this study and completed the three questionnaires. For the collected data, descriptive statistics, reliability, confirmatory factor analysis (i.e. validity), correlation analysis, and regression analysis, were performed using a statistical program. Additional in order to test on mediation effect was conducted to Sobel test. The result showed that first, it was found that the internal goals of college students had a positive correlation and effect on the sense of perceived control. External goals were found to have a positive correlation and effect on cognitive anxiety and physical anxiety. Second, partnership orientation was found to have a partial mediating effect between internal goals and physical anxiety, intrinsic goals and perceived control, and extrinsic goals and cognitive anxiety. War orientation was found to have a partial mediating effect between intrinsic goals and cognitive anxiety, intrinsic goals and physical anxiety, intrinsic goals and perceived control, and extrinsic goals and cognitive anxiety. It suggested that in order to lower competitive anxiety among college students, partnership orientation with intrinsic goals should be emphasized. On the other hand, it suggests that the level of competitive anxiety increases if you pursue war orientation with extrinsic goals.

목표의 구체성과 근접성이 운동수행에 미치는 영향

김윤래 한국체육과학회 2004 한국체육과학회지 Vol.13 No.1

The purpose of this study was to evaluate the difference in the effects of specific goal-setting, short-term, and long-term goal-setting on motor performance. Subjects were male high school students(n=45), and assigned to 5 groups by stratified sampling method based on the results of two times of long distance jumping pre-test (do your best, short-term goal-setting, long-term goal-setting, long-term & short-term goal-setting, and control group). One subject in control group and two subjects in short-term goal-setting dropped out during experiment.As a result, No significant was shown in the improvement over distance jumping among long-term, short-term, and long-term and short-term goal-setting group. No significance was also shown in the improvement over distance jumping between do your best and control group.However the improvements over distance jumping in long-term, short-term, and long-term and short-term goal-setting group were significantly higher than those in do your best and control group.

아동 연령에 따른 목표설정 유형이 운동수행에 미치는 영향

이효경(Hyo Kyung Lee) 한국발육발달학회 2011 한국발육발달학회지 Vol.19 No.3

The purposes of this study are to investigate the effectiveness of goal setting in physical performance and to study the impact of age effect in setting goals. In order to achieve these objectives, a total of 150 children, 75 of six-year-old boys and 75 of ten-year-old boys, participated in this study. 25 boys of each age group, a total of 50 children were assigned to three different goal setting groups; self-directed goal setting, instructed goal setting, and no goal setting. A physical activity was given as a task to each goal setting group. All the children were requested to perform 10 same intial trials, with a transfer test 2 days later. In the acquisition phase, two-way ANOVA was performed. As a result, there was no indication of significance of statistics in six-year-old boys, whereas, ten-year-old boys indicated significance of statistics in post-test and transfer test. Self-directed goal setting group for ten-year-old children carried out the most successful performance followed by instructed goal setting and no goal setting groups. In conclusion, self-directed goal setting is more effective in physical performance for ten-year-old children than six-year-old children.

목표달성가능성에 영향을 미치는 개인의 특성과 목표달성기제에 관한 연구

박종철,최지은 한국유통과학회 2014 유통과학연구 Vol.12 No.11

Purpose – Goal setting is effective in any domain in which an individual or group has some control over the outcomes. It applies not only to work tasks but also to sports and health, and in various other settings. Its success depends on considering the mediators and moderators determining its efficacy and applicability. This study investigates the individual factors influencing academic goal attainability. Unlike previous studies, we focused on the effect of the relationships between individual traits (passion, tenacity, self-control) and specific motivation (vision, self-efficacy, implementation intentions) with academic goal attainability, rather than the effects of the relationship between commitment and the goal shielding mechanism with goal attainability. Research design, data, and methodology – Data collected through questionnaires were analyzed by the SPSS program. A total of 293 school students, who participated in the TOEIC program, participated in the survey. Slightly more than half were female (male: n=145 vs. female: n=148). We verified nine hypotheses through various statistical methods (reliability analysis, exploratory factor analysis, confirmatory factor analysis, structural equation model for the hypothesis test, bootstrapping test for the mediation test). Results – Data was analyzed in three phases. The first phase involved measurement analysis (i.e., item purification and factor structure confirmation), involving the scales of the three variables of individual traits, three mechanism variables, and goal attainability. The second phase involved estimating the proposed structural relationships among the key constructs (see Figure 1), using the results to test H1 to H9. The final phase involved examining the mediating effects of the three variables (vision, implementation intention, and self-efficacy). The research model shows that the independent variable passion has a significant result with both the mediators-vision and self-efficacy. Further, vision and self-efficacy significantly affect goal attainability. The second variable, self-control, shows a significant effect when mediated by implementation intentions, but the direct relationship between implementation intension and goal attainability shows an insignificant result. However, when further mediated by self-efficacy, it showed a significant effect between self-efficacy and goal attainability. Similarly, the third variable, tenacity, shows an insignificant result when mediated by vision. In contrast, the mediator self-efficacy shows a positive effect between tenacity and goal attainability. Conclusions – This study shows how these individual traits, when mediated with the appropriate motivational factors, resulted significantly in the attainability of academic goals. We may identify several theoretical and practical contributions. Theoretically, we developed a step further in the research into consumer goals and related studies. Future research could examine the effects of different learning goal types and their combinations with performance goals (e.g., learning goals first, then performance goals), different types of goal framing (approach success vs. avoid failure), the relation between goals and cognition (which, by implication, entails all of cognitive psychology), goal hierarchies, and macro goal studies with organizations of different sizes. More studies on the relationship between conscious and subconscious goals would also be valuable.