통제소재, 자기효능감, 미래지향 성취목표행동 및 실제지능과 학업성취도와 인과관계 분석

Causal relationships Among Students Locus of control, Self-efficacy, Practical intelligence, Future-oriented goal achieving behavior and Academic achievement at Senior high schools

본 연구의 목적은 통제 소재와 자기 효능감, 미래지향 성취목표행동 및 실제지능과 성취도간의 인과적 관계를 탐구하여 학교 학습활동의 중요한 성과인 성취도 결정 요인을 보다 구체적으로 탐색하는 데에 있다. 통제소재 요인(내적 통제소재가 높을수록)이 실제지능에 직접적인 효과(r=.21, p<.01)가 있다. 통제소재 요인과 자기효능감 요인 간에는 상호작용하는 것으로(r=.39, p<.01) 확인되었으며, 15.2%의 설명력을 보이고 있다. 통제소재가 실제지능 요인을 통하여 미래지향 성취목표행동에 미치는 간접적인 효과의 크기는 .06(p>.05)으로 유의하지 않는 것으로 확인되었다. 통제소재의 직접적 효과 크기가 .49(p<.001)로서 비교적 큰 것으로 확인되었다. 통제소재가 미래지향 성취목표행동을 통해 성취도에 미치는 간접효과의 크기가 .08로 P<.05 수준에서 통계적으로 유의미하지만, 실제로는 1%정도에 불과하다. 자기효능감이 실제지능을 통해 성취도에 미치는 간접효과의 크기가 .11(p<.05)로 밝혀졌다. 자기효능감이 성취도에 직접적인 영향을 거의 미치지 않은 것으로 나타났지만, 실제적 지능과 미래지향 성취목표행동 각 각을 통해서 성취도에 간접적으로 영향 미치는 현상은 앞으로 더 탐구할 필요성을 시사한다.

The purpose of this investigation was to verify the causal relationship among five factors, named locus of control, self-efficacy, practical intelligence, future-oriented goal achieving behavior and academic achievement for freshmen in senior high schools. For this investigation, an affective characteristics test composed of locus of control, self-efficacy, practical intelligence, future-oriented goal achieving behavior was constructed, validated and used. After performing factor analysis, 17 item-test was decided and used. Also, achievement test scores of Korean Language and mathematics English, Music and Fine arts were used. The results of this investigation were summarized as follows: First, senior high school freshmen s practical intelligence was influenced directly by locus of control(effect size =.49, p<.01). There was linear relationship between locus of control and self-efficacy(effect size = .15.2, p<.05). Second, locus of control influenced indirectly on future-oriented goal achieving behavior through influencing on practical, but effect size was not significant statistically. Third, locus of control influenced indirectly on the academic achievement through influencing on future-oriented goal achieving behavior significantly but somewhat low effect size(.08, p<.05). Self-efficacy influenced on the academic achievement through influencing on practical intelligence significantly(effect size = .11, p<.05). Fourth, self efficacy influenced on the achievement through influencing on practical intelligence and future oriented goal achieving behavior. But self efficacy did not influence on the academic achievement directly. This suggested that self-efficacy factor was not so simple but complicated that we should investigate self-efficacy problem deeply through reviewing theories and practical research results. Key Words : locus of control, self-efficacy, practical intelligence, future-oriented goal achieving behavior, causal relationship, academic achievement