교실목표구조와 피드백 유형에 따른 학업적 실패내성 차이 분석

국문 초록 (Abstract)

본 연구의 목적은 교실목표구조와 피드백 유형에 따른 학업적 실패내성의 차이를 실험연구를 통해 분석하는 것이다. 이를 위해 교실목표구조를 숙달목표구조와 수행목표구조로 구분하고, 피드백 유형을 정보적 피드백과 정서적 피드백으로 구분하여 교실목표구조에 따라 정보적 피드백과 정서적 피드백을 모두 제공한 집단, 정보적 피드백만을 제공한 집단, 정서적 피드백만을 제공한 집단, 그리고 통제집단으로 아무 피드백도 제공하지 않은 집단을 설계하였다. 연구 참여자는 경기도 소재 A 중학교 1학년 학생 295명이었고, 설계된 실험집단에 무선 할당되었다. 실험과제로 국어 과목 과제를 총 3단계로 구성하여 제시하였고, 각 단계마다 과제수행 결과에 대해 연구 참여자가 설정한 목표에 근거하여 각 단계 과제가 종료될 때 목표 달성 실패 결과를 제시함으로써 실패경험을 조작하였다. 연구결과, 교실목표구조와 피드백 유형에 따른 학업적 실패내성의 차이는 통계적으로 유의하지 않았다. 반면, 학업적 실패내성과 학업성취도 간에는 통계적으로 유의한 정적 상관관계가 있는 것으로 나타났다. 마지막으로 학습자의 실패경험을 다루기 위한 교육적 개입에 대해 본 연구가 갖는 교육적 시사점과 본 연구의 제한점 및 후속 연구를 위한 제언이 제시되었다.

다국어 초록 (Multilingual Abstract)

This study aimed to analyze the difference in academic failure tolerance (AFT) according to classroom goal structures and feedback types. Specifically, classroom goal structures were divided into mastery and performance goal structures, while feedback types were separated into informative and emotional feedbacks. Then, 295 middle school students were manipulated to have either a mastery or performance goal structure, and each group was placed randomly in one of the following different conditions: both informative and emotional feedback, informative feedback only, emotional feedback only, and no feedback. Every participant completed a set of tasks with three stages and they were shown the result of their failure based on their own goals at each stage. Findings revealed no statistically significant differences in AFT according to classroom goal structure and feedback type. However, AFT and academic achievement had a statistically significant positive correlation. Based on these results, the implications for desirable educational interventions to deal with learners’ failure experiences and suggestions for follow-up studies have been discussed.

목차 (Table of Contents)

• 〈요약〉
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 논의 및 시사점
• 참고문헌
• Abstract

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