청소년의 성취목표지향성, 학업적 자기효능감, 자기주도학습능력, 학업성취 간의 구조적 관계

Abstract

Objectives This study aims to examine the effects on personal factors and development through differences in achievement goal orientation, academic self-efficacy, and self-directed learning ability levels according to individual student variables.
 Methods A survey was conducted on male and female students in the first and second grades of four high school in Seoul. In addition, main research conducted structural equation model analysis on the collected research data.
 Results First, mastery approach, mastery avoidance, performance approach, and performance avoidance were significant in academic self-efficacy. And it was confirmed that the self-directed learning ability was affected by mastery approach and mastery avoidance. Second, it was analyzed that academic self-efficacy completely mediated the relationship between mastery approach, mastery avoidance, performance approach, performance avoidance and academic achievement, which are the sub-factors of achievement goal orientation. And it was confirmed that self-directed learning ability completely mediated the relationship between mastery approach and mastery avoidance, which are sub-factors of achievement goal orientation. Through this, direct and indirect effects between variables were confirmed.
 Conclusions The implication of this study was confirmed that in order to improve academic achievement in the educational field, it was necessary to provide a positive and future-oriented achievement goal of learners, to present learning methods, and to take a rational and strategic approach that considers.