성취지향목표가 학습자의 실수인식에 미치는 영향

국문 초록 (Abstract)

개인이 가치를 두는 목표는 행동을 이끄는 중요한 원동력으로 어떠한 목표를 가지는가는 학습에서 실수나 실패를 바라보는 시각에 서로 다른 영향을 미친다. 특히 높은 성취를 추구하며 타인과 비교해 성공에 최우선 가치를 두는 성취지향목표는 부정적인 영향을 미칠 수 있다고 알려져 있다. 이에 본 연구에서는 서울 및 경기 소재의 초등학교와 중학교 학생과 학부모 320명을 대상으로 성취지향목표가 학습상황에서의 실수에 대한 인식에 미치는 영향이 어떠한지를 확인하는 데 그 목적을 두었다. 이때 청소년기는 유의미한 타인(예: 부모나 교사)에 의해 많은 영향을 받는 시기이기 때문에, 유의미한 타인으로서 부모의 성취지향목표가 학습자의 실수 인식에 어떤 영향을 미치는 지도 함께 살펴보았다. 연구 결과, 학습자의 성취지향목표는 실수로부터 학습할 수 있다고 여기고 자신의 수행 증진을 위해 실수를 보다 발전적인 방향으로 활용하고 도전의 기회로 삼고자 하는 태도와 같은 실수에 대한 인식에 긍정적인 영향을 미치는 것으로 확인되었다. 반면 부모의 성취지향목표는 이러한 학습자의 실수에 대한 인식에 부정적인 영향을 미쳤으며, 부모의 성취지향목표와 실수 인식에 대한 관계는 초등학생에 비해 중학생에게서 보다 분명하게 나타났다. 개인의 성취지향목표는 실수에 대한 인식에 긍정적인 영향을 미치는 반면 타인의 성취지향목표는 실수에 대한 인식에 부정적인 영향을 줄 수 있음을 확인한 본 연구결과는 미래인재를 양성하는 과정에서 실수의 교육적 가치를 활용하기 위해 학습자 스스로 목표를 찾고 노력할 수 있게 지원해 주어야함을 시사한다.

다국어 초록 (Multilingual Abstract)

Student’s errors may offer positive implications, but still only few researches have been practiced in exploring variables that may affect on students’ perception of errors. The purpose of this study was to examine the effects of achievement goal which practices maladaptive learning strategies on students perception of errors. In details, we aimed to explore how individual and their parents’s achievement goal differently related to students’ perception of error by using sample of 320 elementary and secondary students and their parents. The results show that students’ achievement goal was positively influenced on students’ perception of errors while parents’s achievement goal negatively influenced. In addition, this negative influences get increased from elementary school to middle school. The results indicated that students’ personal achievement goal which are known for maladaptive academic motivation can also have positive influences on students’ perception of errors whereas other’s achievement goal leads negative influences and suggests that it is necessary to educating students to pursue autonomous achievement goal.

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