의과대학생들의 성취목표성지향성과 자기효능감이 수업에 대한 흥미와 학업성취도에 미치는 영향

• 영문명: The Effects of Achievement Goal Orientation and Self-efficacy on Course Interests and Academic Achievement in Medical Students
• 발행기관: 한국의학교육학회
• 저자명: 소연희(Yeonhee So)
• 간행물 정보: 『Korean Journal of Medical Education』제20권 제1호, 37~49쪽, 전체 13쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2008.03.31

영문 초록

Purpose: The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. Methods: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson’s correlation analysis, and multiple regression analysis to resolve the research questions. Results: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students. Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and selfefficacy in third-year medical students significantly predicted academic achievement. Conclusion: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.

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키워드

Achievement Goal Orientation Self-efficacy Course Interests Academic Achievement