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그릿, 내-외재가치, 수업참여, 인지조절과 학업성취의 구조적 관계
The Structural Relationships among Grit, Intrinsic-Extrinsic Value, Classroom Engagement, Cognitive Regulation, and Academic Achievement

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Authors
임효진
Issue Date
2018-09-30
Publisher
서울대학교 교육종합연구원
Citation
The SNU Journal of Education Research, Vol.27 No.3, pp. 235-256
Keywords
engagementcognitive regulationacademic achievement그릿가치수업참여인지조절학업성취
Abstract
The purpose of this study was to examine the relationship among grit (consistency of interest and perseverance of effort), value (intrinsic and extrinsic), classroom engagement (behavioral and emotional), cognitive regulation and academic achievement (GPA) of college students. Additionally, direct and indirect effects of grit on academic achievement were investigated. A total of 442 students responses were analyzed and structural equation modeling was used to test the research model. Results showed that the hypothesized research model fit data well.
Specifically, grit positively predicted intrinsic and extrinsic values, classroom engagement, and cognitive regulation. While grit was found to have no statistically significant direct effect on GPA, it had indirect effects via intrinsic and extrinsic value and cognitive regulation.
이 연구는 그릿, 가치, 수업참여와 인지조절 그리고 학업성취의 구조적 관계를 확인하고, 학업성취에 미치는 그릿의 직접효과와 간접효과를 탐색하는데 목적을 두고 있다. 총 442명의 대학생 응답자료를 이용하여 연구모형을 검증하기 위해 구조방정식 모형을 이용하였다. 연구결과 가설모형은 자료에 잘 부합하는 것으로 나타났다. 구체적으로, 그릿은 내재가치와 외재가치, 수업참여, 인지조절을 정적으로 유의하게 예측하였다. GPA에 대한 그릿의 직접효과는 통계적으로 유의하지 않았으나, 내재가치와 외재가치, 그리고 인지조절을 통한 간접효과는 통계적으로 유의하게 나타났다.
ISSN
1225-5335
Language
Korean
URI
https://hdl.handle.net/10371/168533
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education Research (SJER)SNU Journal of Education Research vol.27 (2018)
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