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兒童學會誌 = Korean journal of child studies, v.35 no.4, 2014년, pp.123 - 143
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This research was based on achievement goal theory which categorizes young children's motivation into three types: mastery, the performance-approach, and performance-avoidance motivation. The participants consisted of forty-eight pairs of children aged 3-4 and their mothers. The participants complet...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 동기란? | 동기(motivation)란 과제의 수행이나 도전에 대한 심리적 원동력으로, 어떤 과제가 주어졌을 때 이에 대해 반응하는 개인의 태도, 혹은 내적 과정이라고 할 수 있다. 동기에 대한 연구는 동기의 기본 개념에 근거하여 모든 행동에는 원인이 있다는 가정을 두고, 그 원인을 밝히기 위한 목적으로 이루어져 왔다(Franken, 2007). | |
| 성취목표 지향성 이론에서는 성취 목표에 대한 태도를 숙달 목표와 수행 목표로 구분하는 데 어떤 차이가 있는가? | 성취목표지향성 이론에서는 기본적으로 성취 목표에 대한 태도를 숙달 목표(mastery goal)와 수행 목표(performance goal)의 두 가지 유형으로 구분한다(Ames, 1992; Ames & Archer, 1988; Elliot, 1999).1) 숙달 목표는 스스로 설정한 기준을 달성하려는 목적에 따라 자신의 능력을 향상시키기 위해 노력하고 새로운 과제에 도전하는 지향성임에 반해, 수행 목표는 자신의 유능함을 입증하고, 다른 사람보다 높은 기량을 가지고 있음을 확인하고자 하며, 남들로부터 좋은 평가를 받으려는 데 초점을 두는 특성을 일컫는다(Ames, 1992; Dweck, 1986; Dweck & Leggett, 1988; Elliot, 1999; Reeve, 2009; Schunk et al., 2010). | |
| 수행회피 목표를 지향할 때 왜 어려운 과제에 대한 도전을 회피하는가? | 반면, 회피 기제가 작용하면 부정적인 결과를 회피하기 위해 과제를 수행하게 된다. 이에 따라 숙달회피 목표를 지향하는 경우에는 자신이 과제를 제대로 이해하지 못하는 상황을 피하기 위해 과제에 대해 숙달하려는 반응을 보이는 반면, 수행회피 목표를 지향할 때에는 다른 사람들과 비교했을 때 자신의 능력이 부족하다는 것을 드러내는 것을 기피하기 때문에 어려운 과제에 대한 도전을 회피하는 행동을 나타내게 된다(Franken, 2007; Pintrich, 2000; Yang & Cheong, 2012). |
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