공학교육연구 (Journal of Engineering Education Research)

  • 제18권5호
  • /
  • Pages.11-21
  • /
  • 2015
  • /
  • 1738-6454(pISSN)
  • /
  • 2713-8283(eISSN)
한국공학교육학회 (Korean Society for Engineering Education)
권호 표지

목표내용이 공학도의 실패내성에 미치는 영향: 대학생, 대학원생, 전문가를 중심으로

Effects of Goal Contents on Failure Tolerance: In Focus of Engineering Undergraduates, Graduates, and Experts

  • Park, Soowon (Department of Education, Seoul National University) ;
  • Shin, Jongho (Department of Education, Seoul National University) ;
  • Lee, Seon-Young (Department of Education, Seoul National University) ;
  • Lee, ByungYoon (Department of Education, Seoul National University) ;
  • Rhee, Shin Hyung (Department of Naval Architecture & Ocean Engineering, Seoul National University)
  • 투고 : 2015.07.06
  • 심사 : 2015.09.02
  • 발행 : 2015.09.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

The purpose of this study was to examine the effects of goal contents on failure tolerance in engineers (i.e., students and experts in engineering). Based on the goal contents theory, which is a sub-theory of self-determination theory, three intrinsic goals (i.e., self-growth, help, social concern) and two extrinsic goals (i.e., money, fame) were under investigation. A total of 398 participants (118 undergraduate students, 181 graduate students, 99 experts) answered survey questions. In the hierarchical multiple regressions, self-growth goal was entered as the first model, then, to the second model, the other four goals were added. The results showed that social concern goal significantly predicted failure tolerance among all engineer groups. Self-growth goal was closely associated with failure tolerance in undergraduate students and graduate students. Help goal was significant only among graduate students. These results suggest that pursuing intrinsic goals, especially, social concern goal is important to increase failure tolerance. Establishing infrastructure and educational climate for pursuing social concern goal can facilitate the development of personal expertise in engineers as well as the improvement of society.

키워드

참고문헌

  1. 강경원 외(2012). LNG 플랜트 공정계통의 실패율이 가용도에 미치는 영향에 관한 연구. 설비공학논문집, 24(4):358-363. https://doi.org/10.6110/KJACR.2012.24.4.358
  2. 김동익.이영화(2013). 여성공학도의 전공 관련 심리적 특성에 미치는 공과대학 교육환경의 영향. 공학교육연구, 16(2):66-77.
  3. 김수삼(2003). 미래를 위한 공학 실패에서 배운다. 서울: 김영사.
  4. 김아영(1994). 한국형 학구적 실패에 대한 내성 척도개발에 관한 연구. 교육학연구. 32(3):59-75.
  5. 김아영(1997). 학구적 실패에 대한 내성의 관련변인 연구. 교육심리 연구, 11(2):1-19.
  6. 김영민.이창훈.김기수(2012). 공학전문가가 인지하는 고등학교 공학 기술 교과 교육 목표와 내용 요소. 한국기술교육학회지, 12(2):221-249.
  7. 김영빈(2011). 학업우수고등학교 학생들의 실패내성 특성 및 성적하락 극복과의 관계. 청소년학연구, 18(1):31-47.
  8. 김종운, 김유진(2009). 지각된 부모의 양육태도와 초등학생의 학구적 실패내성 간의 관계. 상담학연구, 10(1):455-468.
  9. 김태유, 이병기, 김도연(1998). 공학기술자의 리더쉽 배양과 활용방안에 관한 연구, 공학교육, 1(1):70-77
  10. 박수원 외(2014). 지각된 사회적 지지가 목표추구 및 삶의 만족에 미치는 영향: 공학분야 예비전문가와 전문가 차이를 중심으로, 교육심리연구, 28(4):693-715
  11. 신종호 외(2012). 공학전문가 목표인식검사 개발 및 타당화. 교육심리연구, 26(2):353-376.
  12. 신종호 외(2014). 전문성 수준에 따른 목표내용 및 추구 특성 차이연구: 공학분야와 예술 분야를 중심으로 교육심리연구, 28(3):455-476.
  13. 오헌석(2006). 전문성 개발과정 및 핵심요인에 관한 연구. 직업능력개발연구, 12: 193-216.
  14. 오헌석 외(2009). 최고 수준 전문가와 보통 수준 전문가의 특성 비교 분석, 아시아교육연구, 10(4):105-135.
  15. 유원우.박민선.양영순(2013). Subsea_X-mas Tree에서의 Blockage 처리 실패에 대한 위험도 저감 방안 분석. 한국해양공학회지, 27(2):47-52. https://doi.org/10.5574/KSOE.2013.27.2.047
  16. 이정수, 길부종, 전희성(2013). 국가연구개발사업 성실실패제도 개선방안. 기술혁신학회지, 16(1):346-366.
  17. 이주성, 정봉주(2010). 지역사회경험학습과 공학설계교육, 한국공학교육학회, 13(6):180-187.
  18. 이현주(2013). 목표 중요성, 수행 피드백, 성취목표지향성 간의 상호작용이 자기조절에 미치는 영향: 대학생의 학습시간 투자를 중심으로. 교육심리연구, 27(4):829-852.
  19. 조한익, 조윤희(2011). 지각된 모의 양육행동이 실패내성에 미치는 영향: 성취목표의 매개역할. 청소년학연구, 18(9):211-236.
  20. 주영주 외(2012). 사이버대학교 공학계열 학생들의 숙달접근목표 지향성, 과제가치, 자기조절학습전략의 학업만족도와 학업성취도 예측력 규명. 전자공학회논문지, 49(2):65-74.
  21. 채호숙(2008). 초등학생의 자아탄력성, 학업적 실패내성, 학교생활 적응 간의 관계. 이화여자대학교 교육대학원 석사학위논문.
  22. 천경희, 송영명(2011). 의과대학생의 학업적 실패내성과 학업적 자기효능감에 따른 성취목표지향성의 차이. 교육학연구, 49(3):183-211.
  23. 최상민(2009). 공학교육에서 문식성 학습목표 달성을 위한 글쓰기 수업모형. 국제어문, 45:279-302.
  24. 한경희 외(2014). 실패에 관한 다양한 관점과 공학교육에서의 함의. 공학교육연구, 17(6):12-19.
  25. Abramson, L. Y. et al.(1978). Learned Helplessness in Human: Critique and Reformulation. Journal of Abnormal Psychology, 87:49-74. https://doi.org/10.1037/0021-843X.87.1.49
  26. Amabile T. M. (1993): Motivational Synergy: Toward New Conceptualizations of Intrinsic and Extrinsic Motivation in the Workplace. Human Resource Management Review, 3(3): 185-201. https://doi.org/10.1016/1053-4822(93)90012-S
  27. Ames, C. & Archer, J. (1988). Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes. Journal of Educational Psychology, 80(3):260. https://doi.org/10.1037/0022-0663.80.3.260
  28. Burroughs, J. E. & Rindfleisch, A.(2002). Materialism and Well-being: A Conflicting Values Perspective. Journal of Consumer Research, 29(3):348-370. https://doi.org/10.1086/344429
  29. Chiles, J. R.(2002). Inviting disaster: Lessons from the edge of technology. New York, NY:Harper Business.
  30. Clifford, M. M.(1984). Thought on a Theory of Constructive Failure. Educational Psychology, 19(2):108-120. https://doi.org/10.1080/00461528409529286
  31. Clifford. M. M.(1988). Failure Tolerance and Risk Taking in Ten-to Twelve Year-old Students. British Journal of Educational Psychology, 58:15-27.
  32. Deci, E. L. & Ryan, R. M.(2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4):227-268.
  33. Elliott, E. S. & Dweck, C. S.(1988). Goals: An Approach to Motivation and Achievement. Journal of Personality and Social Psychology, 54(1):5. https://doi.org/10.1037/0022-3514.54.1.5
  34. Ericsson K. A., Krampe R. T., & Tesch-Romer, C.(1993): The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3):363-406. https://doi.org/10.1037/0033-295X.100.3.363
  35. Feldman, D. H. (1995). Learning and Development in Nonuniversal Theory. Human Development, 38(6):315-321. https://doi.org/10.1159/000278337
  36. Frate, L.(2013). Failure of Engineering Artifacts: A Life Cycle Approach. Science and Engineering Ethics, 19(3):913-944.
  37. Glaser, R. & Chi, M. T. H.(1988). Overview. In Chi, M. T. H., Glaser, R., & Farr, M. J. (Ed.), The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum.
  38. Herling, R. W. (2000). Operational Definitions of Expertise and Competence. Advances in Developing Human Resources, 2(1):8-21. https://doi.org/10.1177/152342230000200103
  39. Hiroto, D. S. & Seligman, M. E. P.(1975). Generality of Learned Helplessness in Man. Journal of Personality and Social Psychology, 31(2):311-327. https://doi.org/10.1037/h0076270
  40. Kasser, T. & Ryan, R. M.(1993). A Dark Side of the American Dream: Correlates of Financial Success as a Central Life Aspiration. Journal of Personality and Social Psychology, 65(2):410. https://doi.org/10.1037/0022-3514.65.2.410
  41. Kasser, T. & Ryan, R. M.(1996). Further Examining the American Dream: Differential Correlates of Intrinsic and Extrinsic Goals. Personality and Social Psychology Bulletin, 22:280-287. https://doi.org/10.1177/0146167296223006
  42. Kim, A. & Clifford, M. M.(1988). Goal Source, Goal Difficulty, and Individual Difference Variables as Predictors of Responses to Failure. British Journal of Educational Psychology, 58:28-43. https://doi.org/10.1111/j.2044-8279.1988.tb00876.x
  43. King R. B., Mclnerney, D. M., & Watkins, D. A.(2012): Studying for the Sake of Others : The Role of Social Goals on Academic Engagement. Educational Psychology, 32(6):749-776. https://doi.org/10.1080/01443410.2012.730479
  44. Lekes, N. et al.(2010). Parental Autonomy-Support, Intrinsic Life Goals, and Well-Being among Adolescents in China and North America. Journal of Youth and Adolescence, 39(8): 858-869. https://doi.org/10.1007/s10964-009-9451-7
  45. Locke, E. A. & Latham, G. P.(1990). A theory of goal setting & task performance. Prentice Hall.
  46. Maslow, A. H.(1943). A Theory of Human Motivation. Psychological Review, 50(4):370. https://doi.org/10.1037/h0054346
  47. Midgley, C., Kaplan, A., & Middleton, M.(2001). Performance- Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost? Journal of Educational Psychology, 93(1):77-86. https://doi.org/10.1037/0022-0663.93.1.77
  48. Midgley, C. & Urdan, T.(2001). Academic Self-Handicapping and Achievement Goals: A Further Examination. Contemporary Educational Psychology, 26(1):61-75. https://doi.org/10.1006/ceps.2000.1041
  49. Sheldon, K. M. et al.(2004). The Independent Effects of Goal Contents and Motives on Well-Being: It's Both What You Pursue and Why You Pursue It. Personality and Social Psychology Bulletin, 30(4):475-486. https://doi.org/10.1177/0146167203261883
  50. Simons, J. et al.(2004). Placing Motivation and Future Time Perspective Theory in a Temporal Perspective. Educational Psychology Review, 16(2):121-139. https://doi.org/10.1023/B:EDPR.0000026609.94841.2f
  51. Standage, M. et al.(2003). A Model of Contextual Motivation in Physical Education: Using Constructs from Self- Determination and Achievement Goal Theories to Predict Physical Activity Intentions. Journal of Educational Psychology, 95(1):97. https://doi.org/10.1037/0022-0663.95.1.97
  52. Starkl, M. et al.(2013). Why do Water and Sanitation Systems for the Poor Still Fail? Policy Analysis in Economically Advanced Developing Countries. Environmental Science and Technology, 47(12):6102-6110. https://doi.org/10.1021/es3048416
  53. Tennen, H. et al.(1982). Learned Helplessness and the Detection of Contingency: A Direct Test. Journal of Personality and Social Psychology, 50:426-441.
  54. Vansteenkiste, M.(2010). The development of the five mini-theories of self-determination theory: A historical overview, emerging trends and future directions. In T. Urdan & S. Karabenick (Eds.), Advances in motivation and achievement: Vol. 16. The decade ahead (pp. 105-166). Yorkshire, UK: Emerald Publishing.
  55. Vansteenkiste, M. et al.(2004). Less is Sometimes More: Goal Content Matters. Journal of Educational Psychology, 96(4): 755-764. https://doi.org/10.1037/0022-0663.96.4.755
  56. Vansteenkiste, M. et al.(2004). Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology, 87(2):246-260. https://doi.org/10.1037/0022-3514.87.2.246
  57. Vansteenkiste, M. et al.(2005). Examining the Motivational Impact of Intrinsic versus Extrinsic Goal Framing and Autonomy-Supportive versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement. Child Development, 76(2):483-501. https://doi.org/10.1111/j.1467-8624.2005.00858.x
  58. Vansteenkiste, M. et al.(2006). Materialistic Values and Well‐ Being Among Business Students: Further Evidence of Their Detrimental Effect. Journal of Applied Social Psychology, 36(12):2892-2908. https://doi.org/10.1111/j.0021-9029.2006.00134.x
  59. Vansteenkiste M. et al.(2007). Understanding the Impact of Intrinsic versus Extrinsic goal Framing on Exercise Performance: The Conflicting Role of Task and Ego Involvement. Psychology of Sport and Exercise, 8(5): 771-794. https://doi.org/10.1016/j.psychsport.2006.04.006
  60. Vansteenkiste, M. et al.(2008). Does Extrinsic Goal Framing Enhance Extrinsic Goal-Oriented Individuals' Learning and Performance? An Experimental Test of the Match Perspective versus Self-Determination Theory. Journal of Educational Psychology, 100(2):387-397. https://doi.org/10.1037/0022-0663.100.2.387
  61. Yeager D. S. et al.(2014). Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation. Journal of Personality and Social Psychology. 107(4):559-580. https://doi.org/10.1037/a0037637