大學生의 學業成就와 諸 情意的 變因과의 相關硏究

Abstract

敎育은 人間 行動을 變化시키는 一連의 組織的 過程이다. 따라서 敎育의 過程을 通하여 變化된 知的 行動과 여러 情意的 要因과의 關係를 分析的으로 評價하는 일은 敎育 專門家에 주어진 重要 課題中의 하나다.

本 硏究에서는 1)敎育課程의 中核的 目標인 大學生들의 學業成就度와 情意的 側面인 自我槪念 및 知覺向性과의 關係 把握과 2)大學에서의 한 敎科의 學業成就度와 이들의 自我槪念 및 知覺向性 要因과의 相關關係는 統計的으로 意義가 없었다. 卽 學生들의 自我槪念이나 知覺向性은 이들의 學業成就度를 거의 豫言하지 못하고 있다. 단지 女子 集團의 경우 學業成就度와 知覺向性의 下位要因인 '自身에 대한 知覺'間에 統計的으로 매우 意義있는(1%수준) 相關關係를 보이고 있어, 學業成就度에 미치는 情意的 變因에 있어 男·女 學生?†? 間에 差異가 있음을 알 수 있다.

그리고, 大學의 總 學點 平均點數는 한 敎科에 대한 成就度 變量의 約 62%만을 豫言할 수 밖에 없는 것으로 나타났다. 이것은 大學에 있어 學生들의 各 敎科에 대한 學點의 可變性을 말해 주는 것으로, 大學生들의 한 敎科에 대한 學業成就度에는 他 敎科에 대한 知的 能力(知識) 以外의 다른 情意的 要因이 크게 影響을 주는 것으로 보아야 할 것이다.

It is one of the most well-recognized facts that the improvement of educational practices is closely tied with the possibility of innovation in educational evaluation itself and the evauation of improvements in student ability is one of the most important subjects in education.

The first major problem for the future of education is to find wary and means of multiplying the measurable dimensions of academic achievement. Though there have been many attempts to measure student achievement, to diagnose learning difficulties and to verify affecting variables of student achievement, they have not been as fruitful as one might expect.

Therefore, it is necessary that academic achievement, representing a highly specialized knowledge and higher mental abilities, is measured by affective traits.

Purposes of the study

Two major purposes were identified for the present study,

1) To verify the corrlation between the score of achievement test and self-concept, perceptual orientation.

2) To verify the correlation between the score of achievement test and the grade point average(G.P.A) at the college.

Methods

Among the instruments used in this study, and achievement test, standardized "Self Concept Inventory" and "Perceptual Orientation Scale" were used by the researchers.

The subjects of this study were 190 students enrolled in "School and Community" courses of Yonsei University during the first academic semester, 1979.

The procedures are as follows: the collecting of data on the achievement and psychological tests, and the treatment of the data by analysing them according to simple correlation, t-test, and analysis of variances.

Major findings

1) The variables on the self concept and perceptual orientation were not related with the acievement test. But, the perception of other person as a sub-factor of "Perceptual Orientation Scale" proved statistically significant in females(1% level).

2) Generally, correlation between the score on the achievement test and the G.P.A was low(0.62). But correalation between the G.P.A.'s of freshmen and sophomores was high(1% level).

It is one of the most well-recognized facts that the improvement of educational practices is closely tied with the possibility of innovation in educational evaluation itself and the evauation of improvements in student ability is one of the most important subjects in education.

The first major problem for the future of education is to find wary and means of multiplying the measurable dimensions of academic achievement. Though there have been many attempts to measure student achievement, to diagnose learning difficulties and to verify affecting variables of student achievement, they have not been as fruitful as one might expect.

Therefore, it is necessary that academic achievement, representing a highly specialized knowledge and higher mental abilities, is measured by affective traits.

Purposes of the study

Two major purposes were identified for the present study,

1) To verify the corrlation between the score of achievement test and self-concept, perceptual orientation.

2) To verify the correlation between the score of achievement test and the grade point average(G.P.A) at the college.

Methods

Among the instruments used in this study, and achievement test, standardized "Self Concept Inventory" and "Perceptual Orientation Scale" were used by the researchers.

The subjects of this study were 190 students enrolled in "School and Community" courses of Yonsei University during the first academic semester, 1979.

The procedures are as follows: the collecting of data on the achievement and psychological tests, and the treatment of the data by analysing them according to simple correlation, t-test, and analysis of variances.

Major findings

1) The variables on the self concept and perceptual orientation were not related with the acievement test. But, the perception of other person as a sub-factor of "Perceptual Orientation Scale" proved statistically significant in females(1% level).

2) Generally, correlation between the score on the achievement test and the G.P.A was low(0.62). But correalation between the G.P.A.'s of freshmen and sophomores was high(1% level).