earticle

영어

The purpose of this study is to examine the relations between social academic goals, academic efficacy, academic anxiety and academic achievement and investigate the mediating effects of academic efficacy and anxiety in the relation of social academic goals and academic achievement. The research questions of the study were as follows: 1. What are the relationships between social academic goals and academic efficacy, academic anxiety and academic achievement? 2. What are the relationships between social academic goals and academic efficacy, academic anxiety? 3. Is there any indirect effects of social academic goals through academic efficacy and academic anxiety on academic achievement? The summary of the results are as follows: 1. It was shown that performance-approach had no relationships and performance-avoidance had the negative relationships with academic achievement. And there were the high positive correlation between academic efficacy and academic achievement, but the negative correlation between academic anxiety and academic achievement. 2. It was shown that performance-approach had the positive relationship with academic anxiety and performance-avoidance had the negative relationship with academic efficacy. And there were the positive correlation between performance-avoidance and academic anxiety. 3. Results of structural equation model illustrated that performance-avoidance had direct effect on academic achievement and indirect effect through academic anxiety which mediates first and then academic efficacy which mediates secondarily in model. This study shows that social academic goal is the significant predictor for academic achievement and has mediating effect on academic achievement through academic efficacy and anxiety.

한국어

본 연구에서는 학업 성취의 사회적 목표, 학업 성취 그리고 학업적 효능감과 학업 불안간의 관계를 분석한 후 학업 성취의 사회적 목표와 학업 성취와의 관계에 있어서 학업적 효능감과 학업 불안의 매개효과를 검증하고자 하였다. 분석 결과는 다음과 같다. 첫째, 학업 성취의 사회적 목표에서 또래 지향 수행-회피는 학업 성취와 부적 관계가 있었다. 학업적 효능감은 학업 성취와 정적 관계가 있었고 학업 불안은 부적 관계가 있었다. 둘째, 학업 성취의 사회적 목표에서 또래 지향 수행-접근은 학업 불안과 정적 관계가 있었고, 수행-회피는 학업적 효능감과 부적 관계가 있었고 학업 불안과는 정적 관계가 있었다. 셋째, 학업성취의 사회적 목표와 학업성취의 관계에 있어서 학업적 효능감과 학업 불안의 매개효과를 알아본 결과 학업 불안은 1차 매개변인, 학업적 효능감은 2차 매개변인역할을 하였다. 이는 또래 지향 수행-회피 목표를 지향하는 아이들은 사회적으로 부정적인 평가를 받는 것으로부터 회피하려는 욕구가 강해 학업 불안이 높아지고, 이로 인해 자기 효능감이 낮아져 학업 성취에 부정적으로 영향을 미칠 수 있다고 볼 수 있다.