운동선수들의 운동능력믿음, 성취목표성향, 자기조절동기 및 운동몰입 간의 관계분석

이혜선(Hye Sun Lee),양명환(Myung Hwan Yang) 한국체육교육학회 2013 한국체육교육학회지 Vol.17 No.4

본 연구의 목적은 운동선수들의 운동능력믿음, 성취목표성향, 자기조절동기 및 운동몰입 간의 관계를 규명하는 것이다. 연구 대상은 고등학교·대학교 운동선수 340명이었으며, 운동능력믿음, 성취목표성향, 자기조절 동기 및 운동몰입을 측정하는 구 조화된 질문지에 응답을 하였다. 주요 연구결과는 다음과 같다. 첫째, 증가믿음은 과제성향과 자아성향에 유의한 정(+)의 영 향을 미쳤고, 실재믿음은 자아성향에 유의한 정(+)의 영향을 미쳤다. 둘째, 과제성향은 자율적 동기에 유의한 정(+)의 영향을 미쳤고, 자아성향은 통제적 동기에 유의한 정(+)의 영향을 미쳤다. 셋째, 자율적 동기는 기능몰입과 의무몰입에 유의한 정(+)의 영향을 미쳤고, 통제적 동기는 기능몰입에만 유의한 부(-)의 영향을 미쳤다. 넷째, 증가믿음은 성취목표성향을 경유 하여 자율적 동기에 유의한 정(+)의 간접 영향을 미쳤으며, 통제적 동기에는 부(-)의 간접 효과를 유발하였다. 다섯째, 증가 믿음은 성취목표성향과 자기조절동기를 경유하여 의무몰입과 기능몰입에 정(+)의 간접 효과를 유발하였다. 본 연구는 운동 능력믿음, 성취목표성향 및 자기결정이론의 관점에서 논의하였다. This study was to investigate the causal relationships among athletic ability beliefs, achievement goal orientations, self-regulated motivation, and exercise commitment based on the self-determination theory. A total of 340 high school, college athletes completed questionnaires assessing the aforementioned variables, and only secondary factors for athletic ability beliefs, achievement goal orientations, self-regulation motivation, and exercise commitment were subsequently measured. Descriptive statistics, factor correlations of the study variables, and exploratory factor analysis were calculated using the SPSS 18.0 statistics program and structural equation modeling, with maximum likelihood estimation, was used to test the hypothesized model using AMOS (version 18.0) statistical package. Major findings were as follows. First, incremental beliefs as a sub-factor of athletic ability beliefs were found to have significant positive direct effects on task goal orientations and ego goal orientations. Entity beliefs had significant positive direct effects on ego goal orientations. Second, task goal orientations as a sub-factor of achievement goal orientations wielded significant positive effects only on autonomous motivation ego goal orientations were positively associated with controlled motivation. Third, autonomous motivation had significant positive effects on functional commitment and obligatory commitment as sub-factors of exercise commitment, with controlled motivation exhibiting significant negative effects on functional commitment. Fourth, incremental beliefs had significant positive indirect effects on autonomous motivation and negative indirect effects on controlled motivation via achievement goal orientations. Fifth, incremental beliefs demonstrated positive indirect effects on obligatory commitment and functional commitment via achievement goal orientations and self-regulation motivation. Entity beliefs had positive indirect effects only on obligatory commitment via achievement goal orientations and self-regulation motivation. In conclusion, self-regulation motivation and athletic ability beliefs were found to play important roles in improving athletes` exercise ability. Implications for practice and future research are discussed.

유아교사의 성취목표성향이 내재적 동기와 무형식학습경험을 매개로 교수창의성에 미치는 영향

한선희,안동근 한국창의력교육학회 2022 창의력교육연구 Vol.22 No.4

This study examined the effects of early childhood teachers’ goal orientation on teaching creativity through intrinsic motivation and informal learning experience to investigate the roles of goal-related, motivational, and experiential factors that explain their teaching creativity. Participants were 257 early childhood teachers in early childhood education centers located in Incheon and Gyeonggi-do. This study measured the teachers’ goal orientation (mastery goal orientation, performance goal orientation), intrinsic motivation, informal learning experience, and teaching creativity. Collected data were analyzed using the structural equation modeling. Results showed that early childhood teachers’ mastery goal orientation, intrinsic motivation, and informal learning experience significantly influenced teaching creativity. However, the effects of performance goal orientation on teaching creativity were not significant. Mastery goal orientation significantly influenced intrinsic motivation and informal learning experience, and performance goal orientation significantly influenced informal learning experience. The effects of intrinsic motivation on informal learning experience were significant. Regarding indirect effects, mastery goal orientation significantly influenced teaching creativity through intrinsic motivation and informal learning experience. Also, mastery goal orientation significantly influenced teaching creativity sequentially mediated by intrinsic motivation and informal learning. The results provide academic implications for examining the goal-related, motivational, and experiential factors that affect early childhood teachers’ teaching creativity. They have practical implications for suggesting specific strategies for the teaching creativity of early childhood teachers. 본 연구의 목적은 유아교사의 성취목표성향(숙달목표성향, 수행목표성향)이 내재적 동기와 무형식학습경험을 매개로 교수창의성에 미치는 영향력을 검증함으로써 유아교사의 교수창의성을 설명하는 목표적, 동기적, 경험적 요인들의 역할을 탐구하는데 있다. 이러한 연구목적을 위해 인천 및 경기 소재 유아교육기관(어린이집, 유치원)에 재직 중인 유아교사 257명을 대상으로 성취목표성향, 내재적 동기, 무형식학습경험과 교수창의성을 측정하였다. 자료분석을 위해 구조방정식 모형을 활용하였으며, 성취목표성향은 숙달목표성향과 수행목표성향의 두 요인으로 분류하여 분석하였다. 연구결과, 숙달목표성향, 내재적 동기와 무형식학습경험은 교수창의성에 유의미한 영향을 미치는 것으로 나타났다. 하지만 수행목표성향은 교수창의성에 유의미한 영향을 미치지 않는 것으로 나타났다. 숙달목표성향은 내재적 동기와 무형식학습경험에 유의미한 영향을 미치는 것으로 나타났고, 수행목표성향은 무형식학습경험에 유의미한 영향을 미치는 것으로 나타났다. 무형식학습경험에 대한 내재적 동기의 영향력도 유의미한 것으로 나타났다. 간접효과와 관련하여, 숙달목표성향은 내재적 동기와 무형식학습경험을 각각 매개하여 교수창의성에 유의미한 영향을 미치는 것으로 나타났다. 또한, 숙달목표성향은 내재적 동기와 무형식학습경험을 순차적으로 매개하여 교수창의성에 유의미한 영향을 미치는 것으로 나타났다. 본 연구결과는 유아교사의 교수창의성에 기여하는 목표적, 동기적, 경험적 영향요인을 검증하였다는 점에서 학술적으로 의의를 지닌다. 실제적 측면에서도 유아교사의 교수창의성을 높일 수 있는 구체적인 방안을 제시했다는 점에서 의미 있는 함의를 제공한다.

Goal Orientations of Hotel Salespeople: The Role of Performance-Prove and Performance-Avoid Orientation

김병용 한국상품학회 2009 商品學硏究 Vol.27 No.3

Goal orientation has emerged as an important motivational construct in organizational and sales management research reflecting individual differences in work-related behaviors and task performance outcomes. The current study attempted to investigate how individual sales behaviors (i.e., adaptive selling and sales planning) were executed by different goal orientations including learning, performance-prove, and performance-avoid goal orientations. This study also evaluated how individual sales behaviors motivated the performance of salespeople. The hypotheses were tested using data from salespeople in five-star hotels in Seoul. The results revealed that three goal orientations significantly affected two sales behaviors, respectively. The learning goal and performance prove-goal orientations of hotel salespeople had positive effects on their adaptive selling and sales planning behaviors. The performance avoid-goal orientation negatively affected these sales behaviors. As expected, two sales behaviors significantly affected sales performance of hotel salespeople.

성취목표지향성 프로파일에 따른 중학생의 학습기술과 학업성취도의 차이

신현숙,류정희,안정은 한국교육학회 2010 敎育學硏究 Vol.48 No.2

This study was conducted to explore profiles of achievement goal orientations adopted by middle school students and to test differences in learning skills and academic achievement among achievement goal orientation profiles. Questionnaires were administered to 271 seventh-graders (147 boys and 124 girls) attending a middle school in G city. The results of the cluster analyses, ANOVAs and MANOVAs are summarized as follows. First, achievement goal orientations were grouped into four profiles: performance goal oriented, mastery avoidance goal oriented, approach goal oriented, avoidance goal oriented. Second, overall differences in the use of learning skills were significant. Specifically, the greatest use of learning skills was found in the approach goal oriented profile. Compared to the avoidance goal oriented profile, the performance goal oriented profile was better at self management, class participation, problem solving, test taking, and information processing. Interestingly, the performance goal oriented profile was better at test taking than the mastery avoidance goal oriented profile. Third, difference in academic achievement was not significant in Science. However, academic achievement in Social Studies was higher in the approach goal orientated profile than in the mastery avoidance goal orientated and avoidance goal orientated profiles. In addition, academic achievement in Korean, Math and English was highest in the approach goal oriented profile. These results imply that it be necessary to examine students’ achievement goal orientation from a multiple goal perspective. Finally, the limitations of this study and suggestions for future research were discussed. 이 연구는 중다목표의 관점에서 중학생의 성취목표지향성(숙달접근, 숙달회피, 수행접근, 수행회피)이 어떻게 군집화 되는지를 분석하여 성취목표지향성 프로파일을 확인하고, 학습기술과 학업성취도에 있어 프로파일 간 차이가 유의한지를 검증하기 위하여 수행되었다. 중학교 1학년 271명(남학생 147명, 여학생 124명)을 대상으로 지필식 질문지를 실시하였으며 기말시험 성적(국어, 사회, 수학, 영어, 과학)을 검토하였다. 군집분석 및 일원분산분석, 다변량분산분석을 실시한 결과는 다음과 같다. 첫째, 군집분석의 결과, 수행목표지향형, 숙달회피목표지향형, 접근목표지향형, 회피목표지향형의 네 가지 프로파일이 도출되었다. 둘째, 성취목표지향성 프로파일 간 학습기술의 차이는 자기관리, 수업참여, 과제해결, 읽기, 쓰기, 시험치기, 정보처리 모두에서 유의하였다. 구체적으로, 접근지향형 프로파일이 모든 학습기술 하위영역에서 가장 우수하였고, 수행목표지향형 프로파일이 회피목표지향형 프로파일에 비해 자기관리, 수업참여, 과제해결, 시험치기, 정보처리에서 우수하였다. 시험치기에서는 수행목표지향형 프로파일이 숙달회피목표지향형 프로파일보다 유의하게 높았다. 셋째, 성취목표지향성 프로파일 간 학업성취도의 차이는 국어, 사회, 수학, 영어에서 유의하였으나 과학에서는 유의하지 않았다. 사회 점수는 접근목표지향형 프로파일이 숙달회피목표지향형 프로파일과 회피목표지향형 프로파일보다 더 높았고, 국어, 수학, 영어 점수는 나머지 세 프로파일에 비해 접근목표지향형 프로파일에서 가장 높았다. 이러한 결과는 중학생의 성취목표지향성을 중다목표의 관점에서 고찰하는 것이 학생 이해와 지도에 유용함을 시사한다. 마지막으로, 연구의 제한점과 후속연구를 위한 제언을 논하였다.

중학생의 성취목표지향성 유형에 따른 유능감, 또래지지, 학습몰입의 차이

양수민,이귀숙 한국청소년학회 2012 청소년학연구 Vol.19 No.8

본 연구는 중학생을 대상으로 중다목표지향적 관점에서 성취목표지향성을 학습목표와 수행목표의 조합에 따라 어떻게 유형화 할 수 있는지 분석한 후 각 유형별로 유능감, 또래지지, 학습몰입에서 어떠한 차이를 보이는지 살펴보고자 하였다. 연구를 위하여 부산시에 소재한 K중학교 2학년 187명을 대상으로 성취목표지향성검사, 유능감척도, 또래지지척도, 학습몰입척도를 실시하였다. 수집된 자료는 SPSS 18.0프로그램을 이용하여 군집분석, 일변량분석 및 Scheffé방식의 사후검증을 통하여 분석되었다. 연구의 결과는 다음과 같다. 첫째, 학습목표와 수행목표 조합에 따른 성취목표지향성 유형은 낮은 성취목표지향형, 평균 성취목표지향형, 수행목표지향 우세형, 학습목표지향 우세형의 네 유형으로 분류하는 것이 적합한 것으로 나타났다. 둘째, 학습목표지향 우세형은 다른 유형에 비하여 더 높은 유능감, 또래지지, 학습몰입을 경험하는 것으로 나타났다. 이러한 연구결과는 중학생을 대상으로 성취목표지향성 유형에 따라 지도할 때 학습관련 요인뿐만 아니라 심리사회적 변인들도 함께 고려되어야 함을 시사해 준다. The purpose of this study was to explore the achievement goal patterns of middle school students in multiple goal perspective and to analyze the differences in competence, peer support, and learning flow made by achievement goal patterns in middle school students. the subjects of this study were 187 middle school students in Busan, Korea. Measure included achievement goal orientation, competence, peer support, and learning flow. For data analysis, K-means cluster analysis, ANOVA, and Scheffé were applied. Results of this study were as follows; First, the cluster analysis identified four distinct achievement goal patterns of a combinations of learning goal and performance goal: low-achievement goal oriented, middle-achievement goal oriented, performance goal oriented, and learning goal oriented. Second, learning goal oriented group had higher competence, peer support, and learning flow than three other groups. These results imply that achievement goal orientation has relations with perceived self and peer factors not as well learning factors.

청소년의 지적 능력에 대한 신념과 학교의 목표 및 사회적 지지가 성취목표지향성에 미치는 영향

조준한,박경자 한국인간발달학회 2010 人間發達硏究 Vol.17 No.3

he purpose of this study was to examine the ways in which implicit theories of intelligence, school goal structure, and social support influence achievement goal orientation in adolescents. The participants in this study were 493 second graders (270 boys and 223 girls) from three middle schools in Seoul. Data were collected by means of self-reported questionnaires and analyzed with descriptive statistics, Pearson's correlations, and hierarchical regression analysis. Adolescents were said to have a mastery goal orientation when they believed that their intelligence could be improved through the exertion of efforts. In addition, the more that adolescents perceived that their schools valued the process of understanding academic tasks, and as they received greater support from both parents and teachers, they tended to develop a mastery goal orientation. Adolescents were also said to have a performance goal orientation when they believed that their intelligence was fixed instead of malleable. In addition, as adolescents perceived that their schools valued students' grades and cared more for academically competent students, and as they received greater support from both parents and teachers, they were more likely to either possess or acquire a performance goal orientation. In conclusion, implicit theories of intelligence, school goal structure, and social support are variables which influence the development or acquisition of achievement goal orientation in adolescents. When adolescents perceive their environment as one in which their schools emphasize the understanding of learning tasks and they receive greater support from both parents and teachers, they tend to possess a mastery rather than performance goal orientation.

KLPGA 선수의 성취목표성향이 스포츠 자신감 및 자기관리행동에 미치는 영향

권선아,남재준 한국웰니스학회 2014 한국웰니스학회지 Vol.9 No.2

본 연구에서는 KLPGA 선수의 성취목표성향이 스포츠자신감과 자기관리행동에 미치는 영향 연구를 통해 경기력향상에 도움이 될 수 있는 기초자료를 제공하고자 하였다. 첫째, 성취목표성향과 특성스포츠자신감은 과제목표성향과 자기목표성향 등 모든 요인 에서 특성스포츠자신감에 유의한 영향을 미치는 것으로 나타났으며, 성취목표성향과 상태스포츠자신감은 자기목표성향이 상태스 포츠자신감에 유의한 영향을 미치는 것으로 나타났다. 둘째, 성취목표성향과 신체관리의 결과 자기목표성향이 신체관리에 유의한 영향을 미치는 것으로 나타났으며, 성취목표성향과 긍정적사고는 과제목표성향, 자기목표성향 등 모든 변인에서 유의한 영향을 미 치는 것으로 나타났다. 성취목표성향과 정신력관리는 과제목표성향, 자기목표성향 등 모든 변인에서 유의한 영향을 미치지 않는 것으로 나타났으며, 성취목표성향과 훈련 관리는 자기목표성향이 훈련 관리에 유의한 영향을 미치는 것으로 나타났고, 성취목표성 향과 생활 관리는 자기목표성향이 생활 관리에 유의한 영향을 미치는 것으로 나타났다. The purpose of this study was to offer basic data available for being conducive to enhancement in athletic performance through a research on the influence of KLPGA players' achievement goal orientation and sports confidence on self- management. First, the achievement goal orientation and the specific sports confidence were indicated to have significant influence upon specific sports confidence in all factors such as task goal orientation and self-goal orientation. As for the achievement goal orientation and the state sports confidence, the self-goal orientation was shown to have significant influence upon state??sports confidence. Second, as a result of the achievement goal orientation and the body management, the self-goal orientation was shown to have significant influence upon body management. The achievement goal orientation and the positive thinking were indicated to have significant influence in all factors such as task goal orientation and self-goal orientation. The achievement??goal orientation and the mental-power management were indicated to have no significant influence in all factors such as task goal orientation and self-goal orientation. As for the achievement goal orientation and the training management, the self-goal orientation was shown to have significant influence upon training management. As for the achievement goal orientation and the life management, the self-goal orientation was shown to have significant influence upon life management.

초등과학영재의 정서지능과 성취목표지향성이 진로성숙도에 미치는 영향

임현지 ( Lim Hyeon Ji ),최선영 ( Choi Sun Young ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.3

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

무용수의 성취목표성향과 무용공연특성불안의 관계

진승화 ( Seung Hwa Jin ),문영 ( Young Moon ) 大韓舞踊學會 2012 대한무용학회논문집 Vol.70 No.2

본 연구는 무용수들이 무대 위에서 무용을 수행할 때 느끼는 불안에 영향을 미치는 심리적 요인으로서 성취목표성향과 무용수 개인의 선천적인 공연불안성향인 무용공연특성불안의 관계를 파악하고자 하였다. 본 연구를 통해 무용공연불안연구의 보다 구체적인 지지근거를 마련함은 물론, 무용공연불안해소 프로그램 개발의 기초 자료를 제공하는데 목적이 있다. 이를 위하여 본 조사 전에 대학교에 재학 중인 무용수 52명을 대상으로 예비조사를 실시하여 기존의 성취목표성향검사와 무용공연불안검사의 신뢰도와 내용타당도를 검토하였다. 예비검사결과, 각 요인별 문항 신뢰도가 .723 이상으로 조사도구의 신뢰도가 확보되었다. 본 조사의 연구대상은 서울시와 경기도 소재의 소속에서 활동 중인 무용수 330명을 선정하여 조사를 실시하였으며, 조사도구는 무용상황에 적합하도록 보완한 Duda(1992)의 스포츠 목표성향 질문과 문영, 김기웅(2006)의 무용공연특성불안 검사를 사용하였다. 자료분석으로는 무용수의 성취목표성향과 무용공연특성불안의 관계를 검증하기 위하여 상관분석(correlation analysis)과 정준상관분석(canonical correlation analysis)을 실시하였으며, 성취목표성향과 무용공연특성불안의 하위요인 간의 관계를 확인하기 위하여 중다회귀분석(multiple regression analysis)을 실시하였다.본 연구의 연구결과는 첫째, 무용수의 성취목표성향과 무용공연특성불안의 관계를 검증한 결과 유의미한 관계가 있는 것으로 확인되었다. 둘째, 무용수의 성취목표성향과 무용 공연특성불안의 하위요인 간의 관계는 성취목표성향의 각각의 하위요인에 따라 무용공연특성 불안의 하위요인에 차이가 있는 것으로 나타났다. 구체적으로 과제지향적 목표성향은 자신감 요인과 유의미한 관계가 있으며, 자아지향적 목표성향은 인지적 불안 및 불안 행동 요인과의 관계가 유의미한 것으로 나타났다. 이는 무용공연 상황에서 발생한 자신의 성공과 실패를 개인적인 숙련과 자기발전의 범주에서 판단하는 과제지향적 목표성향의 무용수들이 타인과의 비교를 통하여 자신의 우월성을 입증하는 자아지향적 목표성향의 무용수들 보다 심리적 요인에 의한 방해와 압박을 덜 느끼는 것으로 확인되는 결과이다. 이상의 연구 결과를 종합해 볼 때, 공연수행에 중요한 변인으로 작용하는 심리적 요인 중 하나인 성취목표성향과 무용공연 특성불안의 관계는 유의미하다는 것을 입증하였다. 따라서 본 연구의 결과는 무용공연불안연구의 지지근거를 마련하고 무용공연불안 심층연구에 활용할 수 있는 이론적 가치를 지닌다. This study examines the relationship between achievement goal orientation and dance performance anxiety, which are the two psychological hinders for dancers when they perform. The first subject for this study is whether there is a connection between achievement goal orientation and dance performance anxiety. The second is identifying the relationship between sub-factors from achievement goal orientation and dance performance anxiety. A preliminary survey from 52 university students was implemented, followed by the examination of achievement goal orientation and dance performance anxiety tests, a open session with experts, and making the survey questions. The reliability of the survey method was secured by testing each questionnaire and by gaining .723. Also the result was defined through assessing the correlation between achievement goal orientation and dance performance in a quantitative way. A total of 330 people were studied. They perform currently in Seoul and Gyeonggi Province, and consisted of 108 art high school students, 132 university students, and 90 dance specialist group. `Task and Ego Orientation in Sport Questionnaire(TEOSQ)`` by Duda(1992) and ``Dance Performance Anxiety Test(DPAT)`` by Moon, Young and Kim, Gi-Woong(2006) were used as references and all the surveys were tested for reliability through feasibility study. Correlation analysis, canonical correlation analysis, and multiple regression analysis were used to analyze the study result. The results are as follows. Firstly, there is a relevance between achievement goal orientation and dance performance anxiety. Dancers who have the task achievement goal orientation, which is one of sub-factors of achievement goal orientation, have less anxiety than the dancers who have the ego achievement goal orientation. Secondly, the relationship between sub-factors from achievement goal orientation and dance performance anxiety has differences according to the low cause of the orientations. As mentioned from the first study result, task achievement goal orientation affects on confidence, causes and ego, and achievement goal orientation affects on recognition anxiety and performance anxiety. This study has significance, as it testifies the meaningful relationship between achievement goal orientation and dance performance anxiety, which causes variable performance results. Therefore, the result of this study will support previous studies on performance anxiety, and theoretically be another resource for future studies, as well as assisting in creating physical and psychological training programs for instructors to use to reduce the anxiety of dancers.

목표지향성, 상사부하 교환관계, 부하 신뢰성 인식이 상사의 부하로부터의 부정적 피드백추구행동에 미치는 영향

최병권(Byoung Kwon Choi),전재욱(Jae Uk Chun),원지현(Ji Hyun Won),문형구(Hyoung Koo Moon) 한국인사조직학회 2011 인사조직연구 Vol.19 No.4

" As feedback is being considered as a valuable resource to improve employees’ work performance, many research have been conducted on the feedback-seeking behavior over the last thirty years. Since prior research primarily focused on follower’s feedback-seeking behavior, there is a natural lack of research on how leaders seek feedback from his/her followers. Indeed, feedback can be instrumental not only for followers but also for leaders in terms of capability development and performance enhancement. Moreover, although there are various characteristics of feedback-seeking behaviors such as method (inquiry, monitoring), timing, and type (positive, negative), methods or the frequency were the most addressed topic by previous works on feedback-seeking. Accordingly, feedback types have not received enough attention in the feedbackseeking literature. Especially negative feedback, which contains information about inadequacies in work behavior and performance, can help leaders to understand which areas of managerial role, work, and performance need to be improved and corrected. Therefore, negative feedback sought from followers by the leaders will be very critical for the improvement of managerial effectiveness. In this regard, this study explores leaders’ negative feedback-seeking from followers beyond the prevailing follower-centric research on the relevant topic. First, we specifically investigate the relationships between leaders’ learning/avoiding performance goal orientation and negative feedback-seeking behavior from followers. Given that feedback-seeking behavior is basically an individual’s deliberate and voluntary effort to achieve a certain goal, these two types of goal orientation considered as dispositional personalities are expected to influence leaders’ feedback-seeking behavior. Second, considering that feedback-seeking behavior operates in the dyadic relationship between the seeker and the giver (i.e., feedback source), leaders’ perception of followers’ characteristics will influence on their feedback-seeking behavior, and will also interact with their learning/avoiding performance goal orientation. Therefore, we then examine the extent to which the quality of leader-member exchange (LMX) and leader’s perception on follower credibility affect the relationship between goal orientation types and negative feedbackseeking behavior. The hypotheses were tested using 137 leader-follower dyad sample. As predicted, our results showed that leaders’ avoiding performance goal orientation was negatively related to the behavior of negative feedback-seeking from followers. Additionally, the results also confirmed that the quality of LMX and follower credibility had a positive influence on leaders’ negative feedbackseeking behavior. However, contrary to our hypothesis, we failed to find a significant positive relationship between leaders’ learning goal orientation types and negative feedback-seeking behavior from followers. Moreover, we found that the quality of LMX and follower credibility had the moderating effects on the relationship between leaders’ goal orientations and negative feedback-seeking behavior. To be more specific, the negative relationship between avoiding performance goal orientation and negative feedback-seeking was weaker when the quality of LMX was higher. On the other hand, the positive relationship between learning goal orientation and negative feedback-seeking was stronger when both the quality of LMX and follower credibility were higher. Our study offers several theoretical implications. First of all, this study contributed to the expansion of feedback-seeking literature by examining the leaders’ negative feedback-seeking mechanism. Especially, we found various predictors of leaders’ negative feedback-seeking from followers by considering leader’s dispositional (goal orientation) and follower’s characteristics (LMX and follower credibility). 피드백은 개인의 성과향상에 중요한 자원으로 인식되면서, 그 동안 조직 내 구성원의 피드백추구행동에 대한 연구가 많이 이루어져 왔다. 그러나 선행연구들은 부하의 피드백추구행동에 초점을 두어 온 반면, 상사의 부하로부터의 피드백추구 행동에 대한 연구는 매우 미흡한 실정이다. 또한 피드백추구행동의 다양한 형태에도 불구하고 주로 피드백추구의 빈도 또는 방식을 중심으로 연구가 이루어진 반면, 피드백의 유형(긍정적, 부정적 피드백)에 대한 연구는 거의 이루어지지 않았다. 피드백은 부하뿐만 아니라 상사에게도 중요할 자원이며, 특히 부정적 피드백은 상사의 효과성 향상에 매우 중요할 수 있다. 이에 본 연구에서는 기존의 피드백추구행동의 관점을 확대하여, 상사의 부하로부터의 부정적 피드백추구행동에 초점을 두었다. 구체적인 연구가설로는 첫째, 피드백추구행동의 선행요인으로 개인의 기질적 특성인 상사의 학습목표지향성과 성과회피목표지향성이 부하로부터의 부정적 피드백추구행동에 각기 다른 영향을 준다는 점을 규명하고자 하였다. 둘째, 피드백추구는 피드백 추구자와 피드백을 제공하는 원천의 관계 속에서 이루어진다는 점에서, 부하의 전문성 및 능력에 대한 신뢰성 인식과 상사부하 교환관계가 상사의 부정적 피드백추구행동에 미치는 영향과 목표지향성간의 상호작용효과를 검증하고자 하였다. 가설검증 결과, 상사의 부하로부터의 부정적 피드백추구행동에 대해서 상사의 학습목표지향성은 긍정적 영향을 미치지 못하였으나, 성과회피목표지향성은 부정적 영향을 미치는 것으로 나타났다. 또한 상사가 인식하는 상사부하 교환관계와 부하 신뢰성은 상사의 부정적 피드백추구행동을 높이는 것으로 나타났다. 마지막으로 상호작용효과 측면에서 보면, 상사부하 교환관계가 높을수록 성과회피목표지향성과 부정적 피드백추구행동간의 부의 관계는 약화되었으나, 부하 신뢰성 인식이 높을수록 부정적 피드백추구행동에 대한 학습목표지향성의 긍정적 영향과 성과회피 목표지향성의 부정적 영향은 강해지는 것으로 나타났다. 본 연구는 기존의 피드백추구행동의 빈도 및 부하 중심 연구에서 벗어나. 상사의 부하로부터의 부정적 피드백추구행동의 선행요인을 규명함으로써 피드백추구 행동의 연구영역을 확대하고자 하였다. 상사의 기질적 특성인 목표지향성, 부하의 전문성 및 능력에 대한 상사의 신뢰성 인식, 상사부하의 교환관계의 질, 그리고 이들 간의 상호작용효과를 규명함으로써 피드백추구행동의 메커니즘에 대한 이해를 넓히는 효과를 제공하고 있다.