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본 연구는 아동의 목표 지향성(학습목표 vs. 수행목표)과 이에 따른 성취 행동을 실패 후 반응을 통해 알아보고자한 것이다. 더불어 외적 목표 설정이 아동의 목표 지향성과 성취 행동에 어떠한 영향을 미치는가를 알아보고자 하였다. 연구 1에서는 36명의 5학년 초등학생의 목표 지향성과 이에 따른 실패 후 귀인, 과제 흥미도, 자신감 및 과제 지속성을 알아보았고, 연구 2에서는 40명의 아동을 각각 학습목표와 수행목표 조건에 할당하여 조작된 목표 조건에 따른 아동의 성취 행동을 알아보았다. 그 결과, 한국 아동들 중에는 학습목표보다 수행목표를 지향하는 아동이 더 많았으며, 목표 지향성에 따라 실패 후 반응에 유의미한 차이가 나타났다. 즉, 학습목표를 지향하는 아동들은 수행목표를 지향하는 아동들에 비해 실패를 통제 가능성이 높은 노력에 귀인하는 성향이 높았으며, 실패 후에도 과제에 대한 흥미가 높게 나타냈다. 또한 실험자가 외적으로 설정한 목표 조건에 따라 아동의 목표 지향성(과제 선택), 실패에 대한 귀인(노력 vs. 능력), 과제 흥미도, 과제 관련 자신감 그리고 과제 지속성이 모두 유의미한 차이를 나타냈다. 본 연구의 결과는 아동의 목표 지향성이 성취동기의 개인차를 드러내는 한 특징이면서 외적 조건에 따라 변화 가능한 심리적 상태임을 제안한다.
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.
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