• 아동학회지
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• 제21권1호
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• pp.45-57
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• 2000

This study investigated the effects of personal (gender, school grade and causal attribution for success and failure) and environmental (mother's evaluation of their children and mother's efficacy) variables on children's perceived competence. The subjects were 595 fourth and sixth graders and their mothers selected from 3 elementary schools in Pusan. Children's perceived competence was studied under 3 categories : scholastic, social, and athletic competence. Data were analyzed by SAS/PC+ program. Internal attribution for the success had a positive influence on perceived competence while internal attribution for failure had a negative influence on perceived competence. Mother's evaluation of their children had a stronger influence on perceived competence than mother's efficacy. Mother's evaluation of their children was the most influential variable in all 3 categories of competence while secondary and tertiary variables varied by internal attribution for success or failure and by gender.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.501-522
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• 2010

In this study, 'Instruments of the achievement attribution in mathematical learning' was develop to investigate the reasons of mathematical learning achievement by reflecting Korean middle school and high school students' psychological characters and learning context in mathematical learning. To develop the appropriate items for the achievement attribution in mathematical learning, after reviewing attribution literature thoroughly, first version of the instrument was developed and Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted. Then, to reduce the effect of the gender difference and achievement level difference, Differential Item Functioning was performed. Also, using Multiple group Confirmatory Factor Analysis, this instrument was investigated to see whether this can be used for both middle school and high school. The final items for success attribution are 3 items for luck, 3 items for effort, 2 items for ability. The failure attribution were composed of 3 items for luck, 3 items for effort, 2 items for ability, and 2 items for other. The instrument was developed by using large samples and psychometric analysis. Therefore, mathematic teachers can use this instrument efficiently to make a foundation for better learning environment so students' cognitive area and affective area can be harmonized.

• 대한수학교육학회지:수학교육학연구
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• 제20권3호
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• pp.413-444
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• 2010

본 연구에서는 우리나라 학생들의 수학 학습 동기와 귀인에 대한 각각의 측정 도구를 개발하고 그 적용 결과를 분석하였다. 수학 학습 통기 측정 도구는 '자기조절효능감' 17문항, '과제난이도' 9문항, '수학 불안' 9문항의 총 35문항으로, 귀인 측정 도구는 성공과 실패 귀인으로 구분하여 개발하였다. 성공귀인은 '노력/능력'이 6문항, '운'이 4문항, '타인'이 3문항의 총 13개로, 실패귀인은 '노력'이 7문항, '운'이 3문항, '능력'이 3문항, '타인(외적)'이 4문항의 총 17개로 이루어졌다. 수학 학습 동기의 세 요인 간의 상관을 분석한 결과, 과제난이도와 자기조절효능감은 정적 관계 나타냈고 수학 불안은 다른 두 요인과 부적 관계를 보였다. 수학 성취가 우수한 집단은 과제난이도와 자기조절효능감이 가장 높았고 수학 불안은 가장 낮았으며 기초이하 집단이 수학 불안이 가장 높았다. 또 남학생이 여학생보다 어려운 문제에 도전적이며, 수학 학습에 대한 자신의 학습 능력과 노력의 정도에 대한 자가 판단이 긍정적이었다. 그러나 수학 불안에서는 여학생이 남학생보다 불안 수준이 높게 나타났다. 동기와 귀인의 각 구성 요인간 상관을 분석한 결과, 과제가 어려운 것을 선호하거나 자기조절효능감이 높은 학생일수록 수학 학습의 성공의 원인을 노력/능력 귀인에서 찾지만, 운의 탓으로 돌리는 경향은 낮았다. 수학 불안이 높은 학생일수록 수학 학습의 성공의 원인을 운으로 귀인시키는 경향이 강하였다.