원문정보
The Relations of Adolescents’ Achievement Goal Orientations to Academic Failure Tolerance : The Moderating Effects of Attributional Style
초록
영어
This study aimed to investigate the relations between adolescents’ achievement goal orientations and academic failure tolerance, and moderating effects of attributional style for the relation between them. 490 middle school students participated in the survey of study. A series of hierarchical regression analyses were used to examine the relationships of achievement goal orientations to academic failure tolerance, and the moderating effects of attributional style for those relationships. Mastery-approach orientation and performance-approach orientation showed a statistically significant positive relation to academic failure tolerance. In contrast, mastery-avoidance orientation and performance-avoidance orientation showed a statistically significant negative relations to academic failure tolerance. In the relationships between achievement goal orientations and academic failure tolerance, attributional style showed different moderating effects. For instance, attributional style has no statistically significant moderating effects in the relationship between mastery-approach orientation and academic failure tolerance. Whereas ability attribution showed a statistically significant negative moderating effect in the relationships of mastery-avoidance, performance-approach, performance-avoidance orientation to failure tolerance. In addition, external(powerful others, chance) attribution showed a statistically significant positive moderating effect in the relationships of mastery-avoidance, performance-approach, performance-avoidance orientation to academic failure tolerance.
목차
Ⅰ. 연구의 필요성 및 목적
Ⅱ. 이론적 배경
1. 성취목표지향성과 학업적 실패내성의 관계
2. 학업적 실패내성에 대한 귀인성향의 영향: 조절변인으로서의 가능성
Ⅲ. 연구방법
1. 연구대상
2. 측정도구
3. 분석방법
Ⅳ. 연구결과
1. 주요 변인의 기술통계와 상관분석
2. 성취목표지향성과 학업적 실패내성의 관계
3. 성취목표지향성과 학업적 실패내성의 관계에서 귀인성향의 조절효과
Ⅴ. 논의 및 결론
참고문헌