Journal of Gifted/Talented Education (영재교육연구)

The Korean Society for the Gifted (한국영재학회)
권호 표지
DOI QR코드

DOI QR Code

Factors Influencing Competence: On Academic Motivation and Learning Strategies of Gifted and Non-gifted Students

유능감에 영향을 주는 요인: 영재와 평재의 학업동기 및 학습전략을 중심으로

  • Received : 2014.02.06
  • Accepted : 2014.02.24
  • Published : 2014.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study was to examine whether high school students' academic motivation and learning strategies influence their competence. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 489 completed and returned the questionnaires yielding a total response rate of 81.50%. The final sample consisted of 399 males (81.6%) and 82 females (16.8%). Among the final sample, 113 students were gifted, and 376 students were non-gifted. Their average age was 17.20 years. Measures of students' competence (i.e., cognitive competence, and social competence), academic motivation (i.e., intrinsic motivation to know, toward accomplishment, and to experience stimulation, and extrinsic motivation identified, introjected, and external regulation, and amotivation), and learning strategies (i.e., metacognition, self-monitoring, strategy formation) Spearman's rho(${\rho}$) indicated that students' competence was positively associated with intrinsic (i.e., to know, toward accomplishment, to experience stimulation) and extrinsic (i.e., identified, introjected) motivation, and learning strategies. However, students' competence was negatively associated with amotivation. Hierarchical multiple regression analyses showed that intrinsic motivation (i.e., to experience stimulation), extrinsic motivation(i.e., external regulation), and learning strategies (i.e., strategy formation) were the crucial contributors for enhancing students' competence. Results are discussed in relation to theoretical implications and school settings.

본 연구에서는 고등학생의 학업성취 정도를 토대로 세 집단(영재, 고성취 평재, 저성취 평재)간 유능감, 학업동기 및 학습전략에 차이를 보이는지, 그리고 이들 변인들 중 어떠한 특성이 유능감을 유의미하게 예측해주는지를 탐색하고자 하였다. 본 연구의 표집대상은 경기도에 소재한 영재학교 1개교, 고성취 평재 집단과 저성취 평재 집단으로 분류된 일반 고등학교 2개교에 재학 중인 학생 총 600명이었으며, 이들 중 회수된 489명(회수율 81.5%)을 최종 분석대상으로 하였다. 이들의 평균 나이는 만 17.20세(표준편차= 3.38)였다. 학생들의 유능감과 학업동기(내재적 동기, 외재적 동기, 무동기), 학습전략(초인지, 자기점검, 전략형성)을 측정한 결과, 유능감은 내재적 외재적 학업동기의 모든 하위요인 및 학습전략과 유의한 정적 상관을 보인 반면, 학업동기 중 '무동기' 요인과는 유의한 부적 상관을 보였다. 또한, 성취 수준에 따른 학생들의 유능감, 학업동기, 학습전략이 유의한 차이를 보이는지 살펴보기 위해 다변량 분석을 수행한 결과 '투사된 외재 학업동기'를 제외한 모든 변인에서 성취 수준에 따른 유의한 차이가 있는 것으로 나타났다. 본 연구결과를 토대로 볼 때, 학생들의 학업 동기를 향상시키고, 다양하고 적극적인 학습 전략을 사용하여 학업 성취를 높이기 위해서는 학생들의 유능감을 증진시키는 것이 도움이 될 것으로 판단된다. 따라서 본 연구결과는 성취수준이 뛰어난 영재학생은 물론 성취수준이 높은 고성취 평재와 성취수준이 낮은 저성취 평재 학생들의 유능감 향상방안을 강구하는 데 기초자료로 활용될 수 있을 것으로 기대된다.

Keywords

References

  1. 교육부 (2013). 제3차 영재교육진흥종합계획(2013-2017).
  2. 구영수, 양연숙 (2013). 영재아와 일반아의 학습양식, 자기조절학습전략 및 학습몰입 비교 연구. 영재교육연구, 23(2), 177-191. https://doi.org/10.9722/JGTE.2013.23.2.177
  3. 김민지, 이명숙 (2004). 내적 동기 증진 프로그램의 중재가 초등학교 학생의 유능감과 학업 성취에 미치는 효과. 교육학논총, 25(2), 69-84.
  4. 김유미, 류성림 (2010). 초등수학영재와 일반학생의 학습전략 검사결과 비교 연구. 한국초등수학교육학회지, 14(2), 217-239.
  5. 김은주, 도승이 (2009). 협동학습에서 학습자의 유능감 및 관계성 욕구와 내재동기 및 수업 참여의 관계분석. 교육심리연구, 23(1), 181-196.
  6. 문병상 (2000). 영재와 평재 간의 학업적 자기조절의 차이. 초등교육연구, 14(1), 181-197.
  7. 박혜숙 (2009). 국내 대학생들의 전공영어강좌에서의 학습전략과 유능감 성취에 관한 질적 장기연구. 교육심리연구, 23(1), 197-217.
  8. 안도희, 김지아, 황숙영 (2005). 초.중.고등학생의 학업성취에 영향을 주는 변인탐색: 유능감, 가정의 심리적 환경 및 학교환경 특성을 중심으로. 교육심리연구, 19(4), 1199-1217.
  9. 안도희, 박귀화, 백광진, 정상인 (2007). 의과대학생들의 학업동기, 학업스트레스 및 학업성적에 대한 지간 간의 관계. 한국의학교육, 19(1), 59-71.
  10. 양수민, 이귀숙 (2012). 중학생의 성취목표지향성 유형에 따른 유능감, 또래지지, 학습몰입의 차이. 청소년학연구, 19(8), 241-264.
  11. 이신동, 유미선, 최병연 (2008). 초등 영재와 일반학생간의 학업성패에 대한 귀인성향과 자기조절학습전략 사용의 차이. 영재교육연구, 18(3), 425-442.
  12. 임은미, 이성진 (2001). 중.고등학생의 학업동기 구조. 아시아교육연구, 2(1), 89-107.
  13. 전경문, 박현주, 노태희 (2006). 동기 및 인지 변인이 화학 선다형 수리 문제 해결에 미치는 영향: 성취 목적, 유능감, 학습전략, 자기 조절 능력. 한국과학교육학회지, 26(1), 1-8.
  14. 전찬열 (2008). 영재집단과 일반집단의 학습동기 효과에 관한 연구. 영재와 영재교육, 7(2), 141-159.
  15. 조현철, 유수창 (2011). 과학영재학생과 일반학생 간 과학탐구력과 자기조절학습력의 비교. 영재와 영재교육, 10(3), 97-116.
  16. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598. https://doi.org/10.1037/0022-3514.41.3.586
  17. Cho, S., & Ahn, D. (2003). Strategy acquisition and maintenance of gifted and nongifted young children. Exceptional Children, 69(4), 497-505. https://doi.org/10.1177/001440290306900407
  18. DeCharms, R. (1984). Motivation enhancement in educational settings. Research on Motivation in Education, 1, 275-310.
  19. Flavell, J. H. (1979), Metacognition and cognitive monitoring; A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
  20. Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274. https://doi.org/10.1006/ceps.1995.1017
  21. Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350-365.
  22. Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001), Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology, 27(6), 643-650. https://doi.org/10.1177/0146167201276001
  23. Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87-97. https://doi.org/10.2307/1129640
  24. Leondari, A., & Gialamas, V. (2002). Implicit theories, Goal orientations, and perceived competence: Impact on students' achievement behavior. Psychology in the Schools, 39(3), 279-291. https://doi.org/10.1002/pits.10035
  25. Li, F. (1999). The exercise motivation scale: Its multifaceted structure and construct validity. Journal of Applied Sport Psychology, 11(1), 97-115. https://doi.org/10.1080/10413209908402953
  26. Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88(2), 203-214. https://doi.org/10.1037/0022-0663.88.2.203
  27. Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57-73. https://doi.org/10.1080/13598130600947119
  28. Puente, R., & Anshel, M. H. (2010). Exercisers' perceptions of their fitness instructor's interacting style, perceived competence, and autonomy as a function of self-determined regulation to exercise, enjoyment, affect, and exercise frequency. Scandinavian Journal of Psychology, 51, 38-45. https://doi.org/10.1111/j.1467-9450.2009.00723.x
  29. Ryan, R. M., & Deci, R. M. (2000). The “what” and the “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  30. Schunk, D. H. (1983). Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75(6), 848-856. https://doi.org/10.1037/0022-0663.75.6.848
  31. Schunk, D. H. (2004). Achievement motivation in academics. Encyclopedia of Applied Psychology, 1, 35-40.
  32. Shen, C., & Pedulla, J. J. (2000). The relationship between students' achievement and their self-perception of competence and rigour of mathematics and science: A cross-national analysis. Assessment in Education, 7(2), 237-253. https://doi.org/10.1177/107319110000700304
  33. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017. https://doi.org/10.1177/0013164492052004025
  34. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53, 159-162. https://doi.org/10.1177/0013164493053001018
  35. Vallerand, R. J., Gagne, F., Senecal, C., & Pelletier, L. G. (1994). A comparison of the school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38(4), 172-175. https://doi.org/10.1177/001698629403800403
  36. Vanderstoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21, 345-362. https://doi.org/10.1006/ceps.1996.0026
  37. Wang, C. K. J., Chatzisarantis, N. L. D., Spray, C. M., & Biddle, S. J. H. (2002). Achievement goal profiles in school physical education: Differences in self-determination, sport ability beliefs, and physical activity. British Journal of Educational Psychology, 72, 433-445. https://doi.org/10.1348/000709902320634401
  38. Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (1987). Learning and study strategies inventory. Clearwater, FL: H & H Publishing.
  39. White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333. https://doi.org/10.1037/h0040934
  40. Yunus, M. M., Sulaiman, N. A., & Embi, M. A. (2013). Malaysian gifted students' use of English learning strategies. English Language Teaching, 6(4), 97-109.
  41. Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal. 29(3), 663-676. https://doi.org/10.3102/00028312029003663
  42. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. https://doi.org/10.1037/0022-0663.82.1.51
  43. Zsolnai, A. (2002). Relationship between children's social competence, learning motivation and school achievement. Educational Psychology, 22(3), 317-329. https://doi.org/10.1080/01443410220138548