대학생의 이고그램 특성과 학업 성취도에 미치는 영향: <빅컨셉+> 강좌의 강의페어링을 중심으로

초록

This study aims to analyze learners' psychological characteristics using Egogram and to investigate how these characteristics influence overall academic achievement in the <Big Concept+> course. Data were collected from 82 students enrolled in the course, Three main components were analyzed: the Egogram results, the scores of the Lecture-Pairing writing, and the overall grades in the <Big Concept+> course. As a result, the Egogram characteristics of <Big Concept+> students were analyzed. Among the 82 students examined, the most common ego state structure was “C-structure dominant”, while the most frequent functional bias was “P-dominant, C-recessive.” Gender differences were also observed, with female students exhibiting a higher proportion of C-structure dominance, while male students exhibiting a higher proportion of P-dominant, C-recessive functional bias. Second, the relationship between lecture-pairing scores and overall grades was analyzed. Results indicated that students who scored above average in lecture pairing also tended to have above-average overall grades. Lastly, the study examined the correlation among Egogram ego states, personality types, and academic achievement in the <Big Concept+> course. Higher FC(Free Child) ego states were associated with lower academic performance, while higher CP(Critical Parent) ego states, which influence motivation for academic tasks, were linked to slightly higher overall grades. Additionally, students with high A(Adult) ego states also tended to have high CP ego states and exhibited an A-structure dominant pattern. These students not only achieved above-average lecture-pairing scores but also demonstrated strong overall academic performance.

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