open access
메뉴
open access
메뉴
ISSN : 1229-0718
The present study is designed to investigate Korean children’s goal orientation (performance vs. learning) and its effect on their reaction to failure and to examine whether externally manipulated goal has any effect on children’s goal orientation. For these ends, two studies were designed. Study1 investigated thirty six 5th graders’ goal orientation and its effect on their attribution, task enjoyment, and task persistence after facing failure. Study2 experimentally manipulated different goals and examined children’s responses to failure depending on goal situation. The results of this study revealed that Korean 5th graders are more oriented to performance goal than to learning goal and that children’s attribution, task enjoyment and task persistence after facing failure differed depending on their goal orientation. Most importantly, experimentally manipulated goal has a significant effect on their goal orientation and their response to failure, suggesting a possibility for training children’s achievement motivation through intervening their goal orientation.
가인영(2003). 목표 지향성과 학업적 자기효능감 및 학업성취와의 관계. 이화여자대학교 교육대학원 석사학위 논문.
김영록(2003) 교과별 목표 지향성과 자기효능감, 학업성취도의 관계. 전남대학교 석사학위 논문.
남지연(2006). 자기 효능감, 목표 지향성, 자기조절학습전략 및 학업 성취도와의 관계, 전남대학교 교육대학원 석사 논문.
이종욱, 박병기(2007). 성취목표 지향성 개념의 재분화: 2x2x2 요인구조 모형의 재구성. 교육심리연구, 21(1). 105-127.
이희란, 한덕웅(2005). 실패의 경험 후 상향비교의 목표설정이 자기평가에 미치는 영향. 한국 심리학회지: 사회 및 성격, 19(3), 55-81.
한국 교육과정 평가원(2001). PISA 2000 평가 경과 분석 연구(총론0: 국내 학생의 읽기, 수학, 과학적 소양 성취도 및 배경 변인의 영향 분석(연구 보고 RRE 2001-9-1). 서울: 저자.
한덕웅, 장은영(2003). 사회비교 동기와 강요된 사회 비교가 주관안녕과 건강지각에 미치는 영향. 한국 심리학회지: 건강, 8(3), 619-644.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Ames, C., Ames, R., & Felker, D. W. (1997). Effects of competitive reward structure and valence of outcome on children's achievement attributions. Journal of Educational Psychology, 69, 1-8.
Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
Anderson, C. A., & Jennings, D. L (1980). When experiences of failure promote expectations of success: The impact of attribution failure to ineffective strategies. Journal of Personality 48 (3), 393–407.
Andrews, C. R., & Debus, R. L. (1978). Persistence and the causal perception of failure: Modifying cognitive attributions. Journal of Educational Psychology, 70, 154-166.
Bandalos, D. L., Finney, S.J., & Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. Journal of Educational Psychology, 95(3). 604-616.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Barron, K. E. & Harackiewicz, J, M. (2001). Achievement goals and optimal motivation: Testing multiple goal model. Journal of Personality and social Psychology, 80(5). 706-722.
Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84(3), 272-281.
Butler, B. (1987). Task - involving and ego - involving properties of evaluation: Effect of different feedback conditions on Motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474-482.
Butler, B. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparison. Journal of Personality and Social Psychology, 62, 934-943.
Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67(1), 26-48.
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Education al Psychology, 84, 290-299.
Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462.
Dweck, C., (1975) The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674-685.
Dweck, C., & Elliott, E. (1981). A model of achievement motivation, a theory of its origins, and a framework for motivational development. Unpublished manuscript, Harvard University.
Dweck, C. S., & Elliott, E. (1983). Achievement motivation. In P. H. Mussen (Eds.) & E. M. Hetherington (Eds.), Handbook of child psychology: Vol. IV: Social and personality development (pp. 643-691). New York: Wiley.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Social and Personality Psychology, 54, 5-12.
Elliot, E. S., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analyses. Journal of Personality and Social Psychology, 70, 461-475.
Elliot, A., & McGregor, H.A. (2001). A 2 X 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519
Elliot, A., & McGregor, H.A. & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549-563.
Erdley, C.A., Cain, K.M., Loomis, C.C., Dumas-Hines, F., & Dweck, C.S. (1997). Relations among children's social goals, implicit personality theories, and responses to social failure. Developmental Psychology, 33, 263-272
Fowler, J. W., & Peterson, P. L. (1981). Increasing reading persistence and altering attribution style of learned helpless children. Journal of Educational Psychology, 73, 251-260.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J.(1997). Determinants and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284–1295.
Harackiewicz, J. M., Barron, K. E., Pintrinch, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 562-575.
Jagacinski, C. M., & Nicholls, J. G. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 79, 107-114.
Kaplan, A., & Midgley. C. (1999). The relationship between perceptions of the classroom environment and early adolescent's affect in school: The role of coping strategies. Learning and Individual Differences, 11, 187-212.
Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330-358.
Marachi R., Friedel, J., & Midgley, C. (2001, April). “I sometimes annoy my teacher during math.” Relations between student perceptions of the teacher and disruptive behavior in the classroom. Paper presented at the annual meeting of the American Educational Research Association in Seattle, WA.
Meece, J. L., & Blumenfeld, P. C. (1988). Students' goal and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(40), 514-523.
Meece, J. L., & Holt, K. (1993). A Pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
Middleton, M.. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
Miller, A, Ferguson, E, Byrne, I (2000) Pupils' causal attributions for difficult classroom behaviours. British Journal of Educational Psychology, 70, 85-96.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Psychology and Social Psychology, 75(1), 33-52.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nicholls, J. G., Cheung, P.C., Lauer, J., & Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and individual differences. 1, 63-84.
Nolen, S. B. (1988). Reasons for studying: Motivation and studying in high school science. Cognition and Instruction, 5, 269-287.
Philips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82, 792-802.
Pintrinch, P. R. (2000). Multiple Goals, Multiple Pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
Potter, E. F., McCormick, C. B., & Busching, B.A. (1994, April). Motivation in the writing classroom: Contributions of goal theory. Paper presented at the annual meeting of the American Educational Research Association. New Orleans LA.
Raven, J. C., Court, J. H., & Raven, J. (1977). Advanced progressive matrices. London: H. K. Lewis & Co.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Schunk, D H. (1990). Goal setting and self-efficacy during self-regulated learning. Psychologist, 25, 71-86.
Schunk, D. H. (1991). Goal setting and self evaluation: A social cognitive perspective on self-regulation. Advances in Motivation and Achievement, 7, 85-113.
Smiley, P.A., & Dweck, C. (1994). Individual Difference in Achievement Goals among Young Children. Child Development, 65, 1723-1743.
Utman C. H. (1997) Performance effects of motivation state: a meta-analysis. Personality and Social Psychology Review, 1, 170-182.
Van de Walle, D., Brown, S. P., Cron, W. L., & Slocum, J. W. (1999). The influence of goal orientation and self-regulation on sales performance: A longitudinal field test. Journal of Applied Psychology, 84, 249-259.
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Lspring-Verlag.
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.
Wigfield, A., & Eccles, J. S.(2000). Expectancy-value theory of achievement motivation. Contemporary Educational psychology, 25, 68-81.
Zimmerman, B.J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
Zimmerman, B.J. & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862