바로가기메뉴

본문 바로가기 주메뉴 바로가기

Korean Journal of School Psychology

Exploration and Validation of High School Students' Achievement Strategies for Examinations

Abstract

The purpose of this study was two-fold: One was to explore achievement strategies used by high school students in academic contexts and the other was to validate the types of achievement strategies. High school students were asked how they feel, think and behave while they prepare for upcoming examinations. Data analyses were conducted as follows. First, a free response survey was administered to 358 high school students and the content analysis yielded 103 items describing their feelings, thoughts and behaviors in situations where school examinations were near at hand. Second, a questionnaire consisting of the 103 items was administered to 497 high school students. An exploratory factor analysis yielded 47 items, which were grouped into 11 components. Feeling scale was composed of four components (i.e., depression, rejection, sense of expectation and confidence, anxiety). Thought scale was composed of four components (i.e., worry, evasive imagination, positive imagination, negative imagination). Behavior scale was composed of three components (i.e., examination- preparatory behavior, examination-unrelated behavior, self-management behavior). The classification of such components was verified through a confirmatory factor analysis for each scale (i.e., feeling, thought, behavior). Third, a questionnaire consisting of the 47 items was administered to 410 high school students. Cluster analyses were conducted to extract distinct clusters and revealed four types of achievement strategies (i.e., strategic optimism, thoughtful-effortful strategy, self-handicapping strategy, onlooking strategy). Finally, differences in gender, self-esteem, achievement goal orientation and life satisfaction by achievement strategy were tested through chi-square analyses and analyses of variance. Differences in gender, self-esteem, achievement goal orientation and life satisfaction by achievement strategy were found significant. Theoretical implications of the results were discussed. In addition, practical implications for the development of intervention programs for high school students were presented. Finally, the limitations of this study and suggestions for future research were discussed.

keywords
achievement strategy, strategic optimism, thoughtful-effortful strategy, self-handicapping strategy, onlooking strategy, 성취전략, 낙관주의 전략, 많은 생각과 노력 전략, 자기손상 전략, 방관적 전략

Reference

1.

고영춘 (2007). 화학 교과의 학습동기 요인과 학습 전략 사이의 관계분석. 전북대학교대학원 박사학위논문.

2.

구본용, 이명선, 조은경 (1994). 청소년의 수험행동. 서울: 청소년대화의광장.

3.

김지경 (2008). 자기구실 만들기: 지능에 대한 신념 및 목표성향, 노력/결과중심의 부모양육태도의 영향. 한국심리학회지: 사회 및 성격, 22(1), 99-114.

4.

류정희 (2006). 시험불안과 학업적 유능감의 관계: 동기적 성취전략의 매개효과. 전남대학교대학원 석사학위논문.

5.

박병기, 이종욱 (2005). 2×2 성취목표지향성 척도의 개발 및 타당화. 교육심리연구, 19(1), 328-351.

6.

송재홍 (2008). 대학생의 학업 자해행동 예측에 있어서 자아개념 명료성과 성취목표 및 교실목표구조 지각의 역할, 교육심리연구, 22(1), 35-53.

7.

신지연 (2007). 학습자가 인지한 사회심리적 환경, 학습동기, 학습전략과 학업부정행위 및 학업성취도와의 관계. 이화여자대학교대학원 석사학위논문.

8.

신현숙 (2006). 낙관주의, 비관주의, 방어적 비관주의는 입시 스트레스와 내재화 문제의 관계를 매개하는가? 청소년학연구, 13(1), 107-136.

9.

이자영, 남숙경, 이미경, 이지희, 이상민 (2009). Rosenberg의 자아존중감 척도: 문항수준 타당도분석. 한국심리학회지: 상담 및 심리치료, 21(1), 173-189.

10.

이종욱 (2007). 성취목표지향성 개념의 재분화. 전북대학교대학원 박사학위논문.

11.

장재홍, 양미진 (2002). 청소년의 세계와 상담. 서울: 한국청소년상담원.

12.

조선민 (2008). 과제제시방식에 따른 방어적 비관주의자와 전략적 낙천주의자들의 수행과 위험추구 행동. 연세대학교대학원 석사학위논문.

13.

최상진, 김지영, 김기범 (2001). 심리적 구성체로서의 한국 아줌마 분석. 한국심리학회지: 일반, 20(2), 327-347.

14.

홍세희 (2000). 구조방정식 모형의 적합도 지수 선정기준과 그 근거. 한국심리학회지: 임상, 19, 161-178.

15.

Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405-417.

16.

Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in research on developmental psychopathology. Development and psychopathology, 9, 291-319.

17.

Buss, D. M., & Cantor, N. (1989). Personality psychology: Recent trends and emerging directions. New York: Springer-Verlag.

18.

Covington, M. V. (1992). Making the grade: A self-worth prospective on motivation and school reform. New York: Cambridge University Press.

19.

Diener, E., Emmons, R., Larsen, R., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75.

20.

Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71(3), 369-396.

21.

Eronen, S., & Nurmi, J. (1999). Life events, predisposing cognitive strategies and wellbeing. European Journal of Personality, 13, 129-148.

22.

Eronen, S., Nurmi, J., & Salmela-Aro, K. (1998). Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments. Learning and Instruction, 8(2), 159-177.

23.

Feick, D. L., & Rhodewalt, F. (1997). The doubleedged sword of self-handicapping: Discounting, argumentation, and the protection and enhancement of self-esteem. Motivation and Emotion, 21, 147-163.

24.

Garcia, T., Lissi, M. R., Matula, J. S., & Harris, C. L. (1996). Predictors of self-handicapping: An examination of personal and contextual factors. Paper presented at the annual meeting of the American Educational Research Association, New York.

25.

Hair, J. F., & Black, W. C. (2000). Cluster analysis. In L. G. Grim & P. R. Yarnold(Eds.), Reading and understanding more multivariate statistics, 147-205. Washington, DC: Psychological Association.

26.

Hobden, K., & Pliner, P. (1995). Self-handicapping and dimensions of perfectionism: Selfpresentation vs. self-protection. Journal of Research in Personality, 29, 461-474.

27.

Kendall, P. C., Howard, B. L., & Hays, R. C. (1989). Self-referent speech and psychopathology: The balance of positive and negative thinking. Cognitive Therapy and Research, 13, 583-598.

28.

Kovacs, M., Gatsonis, C., Paulauskas, S. L., & Richards, C. (1989). Depressive disorders in childhood: Ⅳ. A longitudinal study of comorbidity with and risk for anxiety disorders. Archives of General Psychiatry, 46, 776-782.

29.

Leary, M. R., & Shepperd, J. A. (1986). Behavioral self-handicaps versus self-reported handicaps: A conceptual note. Journal of Personality and Social Psychology, 51(6), 1265-1268.

30.

Maatta, A., Stattin, H., & Nurmi, J. (2002). Achievement strategies at school: Types and correlates. Journal of Adolescence, 25, 31-46.

31.

Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239-269.

32.

Martin, A. J., Marsh, H. W., & Debus, R. L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1-36.

33.

Morrison, C. R., Pulakos, J., & Saladin, S. A. (1991). Academic coping styles, self-concept, and stress. Paper presented at the annual convention of the American Psychological Association, San Francisco, CA.

34.

Norem, J. K. (2001). The positive power of negative thinking: Using defensive pessimism to manage anxiety and perform at your peak. New York: Basic Books.

35.

Norem, J. K., & Cantor, N. (1986a). Anticipatory and post-hoc cushioning strategies: Optimism and defensive pessimism in ‘risky’ situations. Cognitive Therapy and Research, 10, 347-362.

36.

Norem, J. K., & Cantor, N. (1986b). Defensive pessimism: Harnessing anxiety as motivation. Journal of Personality and Social Psychology, 51, 1208-1217.

37.

Nurmi, J., & Salmela-Aro, K. (1994). Cognitive and attributional strategies among unemployed young adults: A case of the failure-trap strategy. European Journal of Personality, 8, 135-148.

38.

Rhodewalt, F., Saltzman, Q. T., & Wittmer, J. (1984). Self-handicapping among competitive athletes: The role of practice in self-esteem protection. Basic and Applied Social Psychology, 5(3), 197-209.

39.

Rosenberg, M. (1965). Society and adolescent self image. Princeton, N. J: Princeton University Press.

40.

Scheier, M. F., Weintraub, J. K., & Carver, C. S. (1986). Coping with stress: Divergent strategies of optimists and pessimists. Journal of Personality and Social Psychology, 51(6), 1257-1264.

41.

Seginer, R. (2000). Defensive pessimism and optimism correlates of adolescent future orientation: A domain-specific analysis. Journal of Adolescent Research, 15(3), 307-326.

42.

Shepperd, J. A., & Arkin, R. M. (1989). Self-handicapping: The moderating roles of public self-consciousness and task importance. Personality and Social Psychology Bulletin, 15, 252-265.

43.

Thompson, T., & Fevre, C. (1999). Implications of manipulating anticipatory attributions on the strategy use of defensive pessimists and strategic optimists. Personality and Individual Differences, 26, 887-904.

44.

Tice, D. M., Buder, J., & Baumeister, R. F. (1985). Development of self-consciousness: At what age does audience pressure disrupt performance? Adolescence, 20, 301-305.

45.

Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.

46.

Weary, G., & Williams, J. P. (1990). Depressive self-presentation: Beyond self-handicapping. Journal of Personality and Social Psychology, 58, 892-898.

47.

Wolfe, V. V., Finch, A. J., Saylor, C. F., Blount, R. L., Pallmeyer, T. P., & Carek, D. J. (1987). Negative affectivity in children: A multitrait-multimethod investigation. Journal of Consulting and Clinical Psychology, 55, 245-250.

48.

Yamawaki, N., Tschanz, B. T., & Feick, D. L. (2004). Defensive pessimism, self-esteem instability, and goal strivings. Cognition and Emotion, 18(2), 233-249.

49.

Zuckerman, M., & Tsai, F. (2005). Costs of self-handicapping. Journal of Personality, 73(2), 411-442.

Korean Journal of School Psychology