Journal of Families and Better Life (가정과삶의질연구)

Korean Home Management Association (가정과삶의질학회)
권호 표지

The Effect of Communication between Parents and Adolescents, Goal Orientation on Academic Self-Efficacy among High School Students

고등학생의 부모-자녀간 의사소통, 목표지향성이 학업적 자기효능감에 미치는 영향

  • 최정원 (상명대학교 교육대학원 상담심리) ;
  • 최연실 (상명대학교 가족복지학과) ;
  • 서신화 (고려대학교 대학원 심리학과)
  • Received : 2010.03.15
  • Accepted : 2010.05.01
  • Published : 2010.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study is designed to find out the effect of communication between parents and adolescents, and their goal orientation on academic self-efficacy, especially among second-year high school students based on all their family and social environments. For such purposes, a variety of data regarding background variables, communication between parents and adolescents, goal orientation, and academic self-efficacy were collected in Seoul and Goyang-si, Gyunggi-do. The major results of this study are as follows: First, the female high-school students showed a higher efficiency than the male ones when it comes to the communication between parents and adolescents. For the goal orientation, the girl students marked higher levels than the male counterparts; speaking of self-regulated efficiency, the former illustrated a much higher level than the latter as well. Second, academic self-efficacy is greatly influenced by goal orientation. The higher mastery and performance-approach goals are, the higher academic self-efficacy is. It has turned out that mastery goals have significant relationship with task difficulty performance, one of the sub-scales of academic self-efficacy. In addition, performance-approach goals proved to be deeply connected with self-regulated efficiency, but performance-avoidance goals were negative predictors of task difficulty performance and self-regulated efficiency. In turn, academic confidence, one of the sub-scales of academic self-efficacy, is believed to be under the influence of mastery goals and communication between fathers and adolescents.

Keywords

References

  1. 권대훈(1995). 목표지향성과 자기효능이 학습방략과 학업성적에 미치는 영향. 학생지도연구, 15(1), 33-59.
  2. 가인영(2003). 목표지향성과 학업적 자기효능감 및 학업 성취도와의 관계. 이화대학교 대학원 석사학위논문.
  3. 고상미(2000). 부모-자녀의 역기능적 의사소통이 아동의 스트레스 및 문제행동에 미치는 영향. 서강대학교 석사학위 논문.
  4. 곽수란(2006). 인문계 학생의 학업성취 결정요인. 교육사회연구, 16(2), 1-29.
  5. 김경식(2006). 교사기대형성과 변화가 학업성취에 미치는 영향. 중등교육연구, 54(2), 95-121.
  6. 김경근(1996). 한국 중학생의 학업성취 결정요인. 교육문제연구, 8, 5-29.
  7. 김선숙 . 고미선(2007). 청소년의 학업성취 변화에 영향을 주는 요인: 잠재성장모형을적용하여. 한국청소년연구, 18(3), 5-29.
  8. 김아영(1997). 교육심리학. 서울: 학문사.
  9. 김아영 . 박인영(2001). 학업적 자기효능감 척도 개발 및 타당화 연구. 교육학연구, 39(1), 95-123.
  10. 김아영 . 차정은(2003). 교사효능감 및 학생의 학업적 자기효능감이 학업성취도에 미치는 영향에 대한 다층분석. 교육심리연구, 17(2), 25-43.
  11. 김은정(2007). 가정의 사회경제적 지위, 사교육비, 부모-자녀관계 그리고 청소년 자녀의 학업성취 간의 관계에 관한 연구. 한국사회학, 41(5), 134-162.
  12. 김인향(1997). 아동의 스트레스 대처양식과 어머니와의 의사소통이 우울에 미치는 영향. 연세대학교 석사학위논문.
  13. 김현주 . 이병훈(2005). 부모의 가정배경과 사회문화적 지원이 자녀의 학업성취에 미치는 영향. 제1회 한국교육고용패널 학술대회 논문집, 47-70.
  14. 김희수 . 홍성훈 . 윤은종(2005). 청소년이 지각한 부모-자녀간의 의사소통과 자기효능감 및 진로결정과의 관계. 한국청소년연구, 16(2), 37-65.
  15. 남정홍(2001). 아버지-자녀간 의사소통유형과 청소년의 자아존중감의 관계. 서강대학교 석사학위논문.
  16. 노성향(1994). 청소년이 지각한 부모와의 의사소통유형과 청소년의 부적응. 고려대학교 석사학위논문.
  17. 민하영(1991). 청소년 비행 정도와 부모-자녀간 의사소통, 가족의 응집 및 적응과의 관계. 서울대학교 석사학위논문.
  18. 소연희(2008). 학교급별에 따른 지각된 사회적 지지, 학업적 자기효능감 및 성취동기 및 학업성취도와의 관계. 아동교육, 17(2), 49-64.
  19. 송인섭 . 박성윤(2000). 목표지향성.자기조절학습 . 학업성취와의 관계연구. 교육심리연구, 14(2), 29-64.
  20. 신종호 . 신태섭(2006). 고등학생의 학업성취와 학업적 자기효능감, 지각된 교사기대, 가정환경요인 간의 관계 연구. 아동교육, 15(1), 5-23.
  21. 원영희(1990). 아동이 지각한 부모의 양육태도와 자아존중감과의 관계. 공주대학교 석사학위논문.
  22. 이선미(2000). 수행-접근목표지향성과 학습전략이 학업성취에 미치는 영향. 숙명여자대학교 대학원 석사학위논문.
  23. 이숙정(2006). 중.고생의 교사신뢰와 자아존중감, 학습동기, 학업성취 및 학급풍토간의 관계모형검증. 교육심리연구, 20(1), 197-218.
  24. 이연숙(2000). 대학생이 지각한 부모 양육태도와 자기존중감 및 진로결정과의 관계. 경남대학교 석사학위논문.
  25. 이영숙 . 김정옥(2002). 부모-자녀간 의사소통 유형이 청소년 자녀의 심리적 복지에 미치는 영향. 한국가족관계학회지, 7(2), 133-159.
  26. 이주희 . 탁정미(2004). 아동이 지각한 부모의 양육태도가 학교생활적응에 미치는 영향. 논문집, 14, 209-227.
  27. 최병연(1998). 자기효능감, 성취목표지향성, 학습전략 및 학업성취간의 관계 분석. 교육문제연구, 10, 227-253.
  28. 최영미(2006). 중고생의 교사기대지각, 학업적 자기효능감, 교과흥미 및 학업성취와의 관계 연구. 숙명여자대학교 석사학위논문.
  29. Ames, C., & Archer, J.(1988). Achievement goals in the classroom: Students' learning strategies and motivation process. Journal of Educational Psychology, 80, 260-267.
  30. Ames, C.(1992). Classrooms: goals, structures, motivation Journal of Educational Psychology, 84, 261-271.
  31. Avison, W. R. & McAlpine, D. D.(1992). Gender differences in symptoms of depression among adolescents. Journal of Health and Social Behavior, 33, 77-96. https://doi.org/10.2307/2137248
  32. Bandura, A.(1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  33. Bandura, A., & Schunk, D. H.(1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self- motivation. Journal of Personalityand Social Psychology, 41, 586-598.
  34. Bandura, A.(1986). A Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  35. Barnes, H. & Olson, D. H.(1982). Parent-adolescent communication In D. H. Olson, H. I. McCubbin, A Larsen, Muxen, M. & Wilson, M. Family inventories. MN: Univ. of Minnesota.
  36. Dweck, C. S.(1986). Motivational process affecing learning. American Psychologist, 41, 1040-1048.
  37. Dweck, C. S., & Legget, E. L.(1988). A social-cognitive approach to motivation and personality. Psychologist, 34(3), 169-190.
  38. Dweck, C. S.(1996). Capturing the dynamics nature of personality. Journal of Research in Personality, 30, 348-362. https://doi.org/10.1006/jrpe.1996.0024
  39. Elliot, A. J.(1994). Approach and avoidance achievement goals: An intrinsic motivation analysis, Doctoral dissertation. Wisconsin University.
  40. Elliot, A. J.(1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. L. Maehr & P. R. Pintrich(Eds), Advances in motivation and achievement, 10, 143-171. Greenwich, CT: JAI Press.
  41. Elliot, A. J, & Church, M.(1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 219-232.
  42. Elliot, A. J., & Harackiewics, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of personality and Social Psychology, 70, 461-475.
  43. Elliot, E. S., & Dweck, C. S.(1988). Goals: an approach to motivation and achievement, Journal of Personality and Social Psychology, 54, 5-12.
  44. Galvin, K. M. & Brommel, B. J.(1986). Family Communication: Cohesion and Change(2nd ed.). Glenview Ill: Scott, Foresman.
  45. Garcia, T. & Pintrinch.(1991). The effects of autonomy on motivation, use of learning strategies, and performance in th college classroom. Paper presented at the Annual Convention of the American Psychological Association. San Francisco, CA.
  46. Meece, J. L., Blumenfield, P. C., & Hoyle, R. H.(1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
  47. Meece, J. I., & Holt, K.(1993). A pattern analysis of students' achievement goals, Journal of Educational Psychology, 85, 582-590.
  48. Miller, R., Behrens, J., Greene, B., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18, 2-14. https://doi.org/10.1006/ceps.1993.1002
  49. Multon, K. D. Brown, S. D., & Lent, R. W. (1991). Relation of self-dffecacy beliefs to academic autcomes; A meta analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  50. Nicholls, J. G.(1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  51. Nicholls, J. G.(1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
  52. Peterson, A. C.(1980). Biopsychosocial development of sex-related differences. In J. Parson(Ed.). Psychological bases of sex-role related behaviors. Washington D. C.: Hemisphere.
  53. Pintrinch, P. R., & De Groot, E. V.(1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Psychology, 82, 33-40.
  54. Rohner, R. P.(1991). Handbook for the study of parental acceptance and rejection. Storrs: Center for the Study of Parental Acceptance and Rejection, University of Connecticut.
  55. Schunk, D. H.(1983). Ability versus effort attributional feedback: differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75, 848-856.
  56. Zimmerman, B. J., Bandura, A., & Martinez-Ponz, M.(1992). Self- motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676. https://doi.org/10.3102/00028312029003663