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지각된 부모-자녀 간 의사소통이 초등학생의 성취목표경향성에 미치는 영향 : 학업적 자기효능감을 매개변인으로

Title
지각된 부모-자녀 간 의사소통이 초등학생의 성취목표경향성에 미치는 영향 : 학업적 자기효능감을 매개변인으로
Other Titles
The Effects of Perceived Parent-Adolescent Communication on Elementary School Students' Achievement Goal : Academic Self-efficacy as a Mediator
Author
임승완
Alternative Author(s)
Lim, Seung Wan
Advisor(s)
조한익, 오홍석
Issue Date
2014-08
Publisher
한양대학교
Degree
Master
Abstract
본 연구는 발달시기 상 사회언어학적 이해능력이 발달하기 시작하는 초등학교 고학년 학생을 대상으로 부모-자녀 간 의사소통과 성취목표 사이의 관계를 살펴보고자 하였다. 이를 위해 학업적 자기효능감이 부모-자녀 간 의사소통 유형과 성취목표경향성 간의 관계를 매개하는 연구모형을 설정하고, 변인들 간의 직·간접적인 영향력을 분석하였다. 본 연구의 대상은 사회적 조망수용이 발달하고, 참조적 의사소통 기술이 발달하기 시작하는 초등학교 5-6학년 학생 332명이며, 설문은 인구통계학적 특성과 부모-자녀 간 의사소통 유형, 학업적 자기효능감, 성취목표경향성을 측정하는 내용으로 구성되었다. 연구 분석 방법은 변인 간의 관계를 분석하고, 설정한 모형을 검증하기 위해 상관분석과 다중 회귀분석을 사용하였다. 그리고 매개효과에 대한 유의성을 확인하기 위해 Sobel test를 실시하였다. 연구문제에 따른 주요 연구결과와 논의를 요약하면 다음과 같다. 첫째, 숙달접근목표를 제외한 남학생의 평균이 여학생의 평균보다 전반적으로 높지만 이러한 차이는 통계적으로 유의한 수준은 아닌 것으로 나타났다. 그리고 수행회피목표를 제외한 성취목표경향성의 하위 영역에서 성취도 수준의 집단 간 차이가 나타나, 성취도 수준이 높을수록 숙달접근목표를 더 많이 추구하고 성취도 수준이 낮은 집단은 보다 숙달회피목표를 추구하는 것으로 나타났다. 둘째, 하위요인 별 차이는 있지만, 전반적으로 개방적 의사소통은 학업적 자기효능감과 정적인 상관을, 문제적 의사소통은 부적인 상관을 보였고, 개방적 의사소통은 접근목표와 정적인 상관을, 회피목표와는 부적인 상관을 나타내는 것을 확인하였다. 그리고 학업적 자기효능감은 접근목표와 정적인 상관을, 회피목표와는 부적 상관관계를 나타내었다. 셋째, 부모-자녀 간 의사소통 유형과 성취목표경향성 간의 관계에서 학업적 자기효능감의 매개효과를 검증한 결과, 부의 개방적 의사소통이 숙달접근목표와 숙달회피목표에 미치는 영향을 학업적 자기효능감이 부분 매개하였으며, 부의 문제적 의사소통이 숙달회피목표에 미치는 영향에서도 학업적 자기효능감의 부분 매개효과가 나타났다. 그리고 모의 개방적 의사소통이 수행접근목표와 숙달접근목표에 영향을 미치는 과정에서 학업적 자기효능감이 부분 매개효과를 나타내었으며, 모의 문제적 의사소통이 숙달회피목표에 미치는 영향을 학업적 자기효능감이 부분 매개하였다. 본 연구는 부모-자녀 간 의사소통의 유형, 학업적 자기효능감, 성취목표경향성의 관계를 확인하여서 부모의 의사소통 태도가 자녀에게 주는 의미를 생각해보고, 아동기 자녀에게 행하는 개방적 의사소통이 자녀의 성취목표 추구에 영향을 미쳐 학업성취에 기여할 수 있음을 밝혀, 가정 내 바람직한 의사소통의 중요성을 확장한 데 의의가 있다. 본 연구의 결과를 바탕으로 논의에서는 본 연구의 결과를 적용한 가정과 학교에서의 상담 및 교육 프로그램이 필요함을 제안하고, 연구에서 나타난 제한점과 후속 연구의 필요성을 논의하였다.|The purpose of this study was to identify the effects of parent-adolescent communication on elementary school students’ achievement goal. This study was conducted targeting 5th and 6th graders of elementary school, who develop sociolinguistic comprehension ability in this period. To accomplish this, the research model in which academic self-efficacy mediating the relationship between the type of parent-adolescent communication and achievement goal orientation was built, and the direct and indirect effects among variables were analyzed. To achieve these goals, a survey was conducted with 332 male and female 5th and 6th elementary school students who start to develop social perspective taking and referential communication skill, and the questionnaire was constructed to identify the demographic characteristic, the type of parent-adolescent communication, academic self-efficacy, and achievement goal orientation. For the study, correlation analysis and multiple regression analysis were used to analyze the relations between variables and to verify the set model. Also, Sobel Test was used to identify the significance of mediating effects. Major results and discussions based on study materials are as follows. First, while the average of male students was generally higher than that of female students except mastery approach goal, this gap was not statistically significant. In the sub factors except performance avoidance goal of achievement goal orientation, there were some differences between each group, which indicated that the higher achievement level students had, the more mastery approach goal they pursued. On the other hand, the students of lower achievement level tended to seek mastery avoidance goal. Second, open family communication generally had positive relationship with academic self-efficacy, but problem in family communication had negative one with it even though there were some differences among sub factors. And, open family communication had positive relationship with approach goal, but negative relationship with avoidance goal. Academic self-efficacy also had positive relationship with approach goal, but negative with avoidance goal. Third, according to the result that the mediating effect of academic self-efficacy on the relations between the type of parent-adolescent communication and achievement was verified, academic self-efficacy played a role as partial mediation effect when father’s open family communication had an effect on mastery approach goal or mastery avoidance goal. When mother’s open family communication influenced on performance approach goal and mastery approach goal, academic self-efficacy acted as partial mediation effect. And, as mother’s problem in family communication effected on mastery avoidance goal, academic self-efficacy partially mediated. This study has significance in considering the influence of parent-adolescent communication on students by identifying the relations between the types, academic self-efficacy, and achievement goal orientation. Besides, it is also meaningful in expanding the importance of communication between family members by identifying that open family communication contributes to students’ academic achievement as it has effects on students’ academic achievement pursuit. In the discussion centered on this study, it suggested the necessity of counseling and educational program that applied to the results of this study in home and school, and the limitation of thus study and the necessity of follow-up study were proposed.; The purpose of this study was to identify the effects of parent-adolescent communication on elementary school students’ achievement goal. This study was conducted targeting 5th and 6th graders of elementary school, who develop sociolinguistic comprehension ability in this period. To accomplish this, the research model in which academic self-efficacy mediating the relationship between the type of parent-adolescent communication and achievement goal orientation was built, and the direct and indirect effects among variables were analyzed. To achieve these goals, a survey was conducted with 332 male and female 5th and 6th elementary school students who start to develop social perspective taking and referential communication skill, and the questionnaire was constructed to identify the demographic characteristic, the type of parent-adolescent communication, academic self-efficacy, and achievement goal orientation. For the study, correlation analysis and multiple regression analysis were used to analyze the relations between variables and to verify the set model. Also, Sobel Test was used to identify the significance of mediating effects. Major results and discussions based on study materials are as follows. First, while the average of male students was generally higher than that of female students except mastery approach goal, this gap was not statistically significant. In the sub factors except performance avoidance goal of achievement goal orientation, there were some differences between each group, which indicated that the higher achievement level students had, the more mastery approach goal they pursued. On the other hand, the students of lower achievement level tended to seek mastery avoidance goal. Second, open family communication generally had positive relationship with academic self-efficacy, but problem in family communication had negative one with it even though there were some differences among sub factors. And, open family communication had positive relationship with approach goal, but negative relationship with avoidance goal. Academic self-efficacy also had positive relationship with approach goal, but negative with avoidance goal. Third, according to the result that the mediating effect of academic self-efficacy on the relations between the type of parent-adolescent communication and achievement was verified, academic self-efficacy played a role as partial mediation effect when father’s open family communication had an effect on mastery approach goal or mastery avoidance goal. When mother’s open family communication influenced on performance approach goal and mastery approach goal, academic self-efficacy acted as partial mediation effect. And, as mother’s problem in family communication effected on mastery avoidance goal, academic self-efficacy partially mediated. This study has significance in considering the influence of parent-adolescent communication on students by identifying the relations between the types, academic self-efficacy, and achievement goal orientation. Besides, it is also meaningful in expanding the importance of communication between family members by identifying that open family communication contributes to students’ academic achievement as it has effects on students’ academic achievement pursuit. In the discussion centered on this study, it suggested the necessity of counseling and educational program that applied to the results of this study in home and school, and the limitation of thus study and the necessity of follow-up study were proposed.
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/130542http://hanyang.dcollection.net/common/orgView/200000425370
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GRADUATE SCHOOL OF EDUCATION[S](교육대학원) > MAJOR IN COUNSELING PSYCHOLOGY(상담심리전공) > Theses(Master)
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