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한국의학교육학회 Korean Journal of Medical Education Korean Journal of Medical Education 제20권 제1호
발행연도
2008.1
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37 - 49 (13page)

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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.
#Achievement Goal Orientation #Self-efficacy #Course Interests #Academic Achievement

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참고문헌 신청
[학술지(정기간행물)] google schola Ahn, D.H. / 2006 / Perfectionism, achievement goal, and academic efficacy in medical students / Korean Journal of Medical Education 18 (2) : 141 ~ 152 google schola Ahn, D.H. / 2007 / Academic motivation, academic stress, and perceptions of academic performance in medical students / Korean Journal of Medical Education 19 (1) : 59 ~ 71 google schola Ames, C. / 1988 / Achievement goals in the classroom: Students' learning and motivation processes / J Educ Psychol 80 : 260 ~ 270 google schola Anderman, E.M. / 1997 / Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools / Contemp Educ Psych google schola

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