귀인상담과 능력별 예습과제의 활용을 통한 귀인성향의 변화가 수학학습 능력에 미치는 효과

• 영문명: Scholastic Improvement in Mathematics Learning resulting from Changes in Attribution through Structural Preparations by Counseling and Assignment Projects suitable for an individuals′ ability
• 발행기관: 한국학교수학회
• 저자명: 오후진 구완규
• 간행물 정보: 『한국학교수학회논문집』제2권 제1호, 15~30쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1999.10.31

영문 초록

For the purpose of turning learners' locus of control into internal-controllable variables, counseling materials were developed, and attribution counseling was given. The counseling effects were practically confirmed by way of teaching and evaluation in the actual classes, and furthermore the efforts to provide learners with successful experiences in learning were repeatedly made. As a result, the conclusions are as follows: 1. The procedure of Individual counseling for learning attribution based on individual standard grades and data of the variable order of merit apparently shows learners that if learners are to try their best in learning, they will surely go far in terms of learning in the near future. 2. The procedure of Individual counseling for teaming attribution based on achievement distribution in individual behavior-oriented fields suggests to learners that how to learn is as important as how much effort they make. Surely enough, learners are required to make more effective and efficient efforts, considering their own learning abilities. 3. With the above 1, 2 procedures involved, learners have attributed locus of causality in achievement to their internal-controllable causes. 4. With preparatory assignments according to learner's abilities provided, even slower learners came to be assured that their constant efforts could give rise to success in learning achievement. 5. Above all, it was confirmed that the learners' struggling attitude might well have a significant correlation with achievement success. The learners who are willing to attribute locus of causality in achievement to their internal-controllable causes or strenuous efforts and intrinsic motivation tend to be convinced that they can address themselves to whatever faces them, so they can set up specific learning goals fit for their abilities. Accordingly, they will bit by bit acquire successful experiences (often called 'Aha' experiences) and in turn, feeling the senses of self-efficacy and self-esteem enough to push their efforts even further, they can grow to form a positive self-concept. With one successful experience after another fed back into learners, they are gradually motivated to bring the oncoming achievement expectation to a higher level. To conclude, it is necessary that instruction leading to internal-controllable attribution should be provided, inducing learners to recognize success and failure in learning achievement as a result of their strenuous efforts.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구의 가설

Ⅳ. 연구의 방법

Ⅴ. 결과의 해석

Ⅵ. 결론