마인드셋, 성취목표, 자기효능감에 기반한 의미체계의 잠재프로파일: 학업행동과 학업성취의 차이

초록

This study aims to identify the latent profiles of students based on their mindsets, achievement goals, and academic self-efficacy, which collectively forms a psychological meaning system. It also examines the group differences in academic behaviors (academic and exam stress, effort and disengagement) and achievement. This study used data from the students in grade 7, drawn from the third wave of the Korean Education Longitudinal Study 2013. A latent profile analysis was conducted. Students' meaning systems were categorized into four profiles: growth-mastery-high efficacy, mixed-average-medium efficacy, fixed-low goal-low efficacy, and growth-multiple-high efficacy. The fixed-low goal-low efficacy profile showed the highest academic stress and disengagement, along with the lowest academic effort and achievement. In contrast, the growth-mastery-high efficacy profile exhibited the lowest academic stress and disengagement, and the highest academic effort and achievement. The growth-multiple-high efficacy profile experienced the highest exam stress, but also showed high academic effort and less disengagement. This study significantly contributes to the understanding of the influence of students' beliefs and goals regarding learning, within a mindset-based meaning system, on their learning processes and academic achievement. Educational Impact and Implications : This study revealed that students' academic behaviors and achievement differ substantially based on their meaning systems, comprised of mindset, achievement goals and self-efficacy. These findings provide an integrated perspective of meaning systems, to understand their diversity and the complex aspects of learning motivation and academic behaviors, while emphasizing their educational significance. Furthermore, it presents practical guidelines to help teachers understand students' meaning systems in educational settings and provide educational interventions to form adaptive meaning systems.

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