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The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement : 개념도 그리기와 자기효능감이 숙달목표와 읽기이해성취에 미치는 영향
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | Shin Jongho | - |
dc.contributor.author | 앤드류 | - |
dc.date.accessioned | 2017-07-19T02:49:24Z | - |
dc.date.available | 2017-07-19T02:49:24Z | - |
dc.date.issued | 2016-02 | - |
dc.identifier.other | 000000132739 | - |
dc.identifier.uri | https://hdl.handle.net/10371/127897 | - |
dc.description | 학위논문 (석사)-- 서울대학교 대학원 : 교육학과 교육학 전공, 2016. 2. 신종호. | - |
dc.description.abstract | The purpose of the study is to investigate the effects of concept mapping on mastery goals orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (n=22) has undergone concept mapping training while the control group (n=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen. | - |
dc.description.tableofcontents | Introduction 1
Statement of Problem 1 Purpose of Study 4 Organization of Chapters 5 Research Questions 5 Definition of Terminology 6 Literature Review 10 Concept Mapping 10 Learning Strategies 25 Mastery Goals 40 Academic Self-Efficacy 56 Research Hypothesis 73 Methodology 74 Participants 74 Procedures 75 Experimental Group 76 Control Group 77 Materials 78 Measures 80 Data Analysis 81 Results 83 Descriptive Statistics 83 Correlation 85 Research Question 1 85 Research Question 2 87 Discussion 89 Summary and Discussion 89 Reference 98 Appendix 111 | - |
dc.format | application/pdf | - |
dc.format.extent | 1566025 bytes | - |
dc.format.medium | application/pdf | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 대학원 | - |
dc.subject | concept mapping | - |
dc.subject | learning strategies | - |
dc.subject | mastery goal | - |
dc.subject | academic self-efficacy | - |
dc.subject.ddc | 370 | - |
dc.title | The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement | - |
dc.title.alternative | 개념도 그리기와 자기효능감이 숙달목표와 읽기이해성취에 미치는 영향 | - |
dc.type | Thesis | - |
dc.contributor.AlternativeAuthor | Andrew L. Wilson | - |
dc.description.degree | Master | - |
dc.citation.pages | 117 | - |
dc.contributor.affiliation | 사범대학 교육학과 | - |
dc.date.awarded | 2016-02 | - |
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