This study examined whether middle school boys and girls display different achievement goal orientation profiles and whether the levels of academic and psychological adjustment differ by the profile type. Six-hundred eighty students in Gr. 7 to Gr. 9 completed self-report questionnaires assessing achievement goal orientations (i.e., mastery approach, mastery avoidance, performance approach, performance avoidance), academic adjustment (i.e., academic efficacy, engagement during learning activities, academic stress), and psychological adjustment (i.e., self-esteem, depressive-anxious symptoms). First, cluster analyses yielded five achievement goal orientation clusters in each gender: among boys, mastery avoidance oriented (29.5%), success oriented (20.6%), performance avoidance oriented (20.6%), mastery approach oriented (16.6%), and disengaged (12.6%); among girls, avoidance oriented (35.7%), success oriented (23.6%), indifferent (21.2%), mastery approach oriented (14.5%), and disengaged (5.1%). Second, analyses of variance indicated differences in the levels of academic and psychological adjustment among achievement goal orientation profile types in each gender. These findings signify that some of middle school students’ achievement goal orientation profiles are common to both genders but others are gender-specific and that the levels of academic and psychological adjustment vary by the profile type. Practical implications for developing instructional and psychological interventions, limitations of this study, and suggestions for future research were discussed.
국중학 (2009). 고등학생의 성취목표지향 프로파일 분석. 전북대학교 대학원 박사학위논문.
김수주 (2001). 중․고등학생의 학교스트레스가문제행동에 미치는 영향에 관한 연구: 스트레스 대처방식의 완충효과를 중심으로. 연세대학교 대학원 석사학위논문.
김아영 (2003). 학업동기 검사 - 사용자 매뉴얼. 서울: 학지사.
김아영 (2007). 학업동기검사. 서울: 학지사.
김영미, 이소영, 장유진 (2011). 중학생들의 성취목표 프로파일 유형과 학습전략의 관계. 청소년학연구, 18, 191-218.
김은진, 양명희 (2011). 우리나라 학생들이 경험하는 학업상황의 정서 연구. 교육심리연구, 25, 501-521.
김종렬, 이은주 (2012). 초, 중학교급별 교실목표구조, 기본심리욕구, 수업참여간의 구조적 관계분석. 교육심리연구, 26, 817-835.
나동진 (2010). 영재와 일반학생의 성취목표지향의 비교. 교육학연구, 48(3), 25-44.
노연서 (2011). 고등학생의 성취목표지향성이 학업스트레스에 미치는 영향: 학업지연행동의매개효과를 중심으로. 경북대학교 대학원석사학위논문.
박병기, 송정화 (2008). 변화신념, 목표지향성, 자기조절학습, 학업성취 및 주관적 안녕의 인과구조 탐색: Dweck 모형의 확장. 교육심리연구, 22(2), 333-350.
박병기, 이종욱 (2005). 2 × 2 성취목표지향성척도의 개발 및 타당화. 교육심리연구, 19, 327-352.
신이나, 손원숙 (2012). 영재와 일반 중학생의성취목표지향성 프로파일 분석: 개인-중심적 접근의 활용. 한국심리학회지: 학교, 9(1), 65-83.
신현숙, 류정희, 안정은 (2010). 성취목표지향성 프로파일에 따른 중학생의 학습기술과학업성취도의 차이. 교육학연구, 48, 45-66.
양명희, 오종철 (2006). 2 × 2 성취목표지향성과 자기조절학습의 관련성 검토. 교육심리연구, 20, 745-764.
양명희, 정윤선 (2012). 우수동기 집단의 심리적 특성 및 자기조절학습 변화 탐색: 성취목표지향성을 기반으로. 청소년학연구, 19(7), 191-214.
양수민, 이귀숙 (2012). 중학생의 성취목표지향성 유형에 따른 유능감, 또래지지, 학습몰입의 차이. 청소년학연구, 19, 241-264.
오경자, 하은혜, 이혜련, 홍강의 (2001). K-YSR 청소년 자기행동 평가척도. 서울:중앙적성연구소.
오경자, 홍강의 이혜련 (2003). K-YSR 청소년자기행동평가척도. 서울: 휴노컨설팅.
오지은, 추상엽, 임성문 (2011). 성취목표지향성과 학업평가장면의 회피전략 간 관계:중학생과 고등학생의 비교. 청소년학연구, 18, 179-213.
윤미선 (2007). 2요인 중다목표관점에 의한 성취목표지향성과 성별에 따른 중고생의 과학교과 흥미. 교육방법연구, 19(1), 1-19.
윤숙영 (2014). 사람-중심 접근을 활용한 성취목표지향성 구인의 타당화. 전남대학교 대학원 석사학위논문.
이자영, 남숙경, 이미경, 이지희, 이상민 (2009). Rosenberg의 자아존중감 척도: 문항수준타당도분석. 한국심리학회지: 상담 및 심리치료, 21, 173-189.
이주화, 김아영 (2005). 학업적 성취목표지향성척도 개발. 교육심리연구, 19, 311-325.
한순미 (2003). 중다목표관점에서의 성취목표와 자기조절 학습전략 사용간의 관계. 교육심리연구, 17, 291-312.
현 주, 차정은, 김태은 (2006). 학교급별 성취목표지향성이 자기효능감과 학교적응에미치는 영향. 교육심리연구, 20(2), 443-465.
Ablard, K. E., & Lipschultz, R. E. (1998). Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90, 94-101.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Comtemporary Educational Psychology, 22, 269-298.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school:Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369-386.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation:Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
Bergman, L. R. (2000). The application of a person-oriented approach: Types and clusters. In L. R. Bergman, R. B. Cairns, L. Nilsson, & L. Nystedt (Eds.), Developmental science and the holistic approach (pp. 137-154). Mahwah, NJ: Erlbaum.
Dykman, B. M. (1998). Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74, 139-158.
Elliot, A. J. (2006). The hierarchical model of approach-avoidance motivation. Motivation and Emotion, 30, 111-116.
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, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628-644.
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628.
Elliot, A. J., & Thrash, T. M. (2002). Approach-avoidance motivation in personality:Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82(5), 804-818.
Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221-234.
Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94(3), 638-645.
Harackiewicz, J. M., & Linnenbrink, E. A. (2005). Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich. Educational Psychologist, 40(2), 75-84.
Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330-358.
McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94, 381-395.
Meece, J. L., & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educational Psychology, 85, 582-590.
Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579-595.
Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perception of the school psychological environment and early adolescents’psychological and behavioral functioning in school: The mediation role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
Roeser, R. W., Strobel, K. R., & Quihuis, G. (2002) Studying early adolescents’ academic motivation, social-emotional functioning, and engagement in learning: Variable- and person-centered approaches. Anxiety, Stress and Coping, 15, 345-368.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centered analysis. Learning and Instruction, 18, 251-266.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22, 290-305.
Vermunt, J. K., & Magidson, J. (2002). Latent class cluster analysis. In J. A. Hagenaars &A. L. McCutcheon (Eds.), Applied latent class analysis (pp. 89-106). Cambridge, UK:Cambridge University Press.
Wolters, C., Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students’motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.