성취목표지향 유형과 메타인지에 끼치는 애매모호내성의 효과

초록

The purpose of this study was to analyze academic achievement, the use and perceived effectiveness of learning strategies(LS), achievement goal orientations(AGO), and metacognition(MC) in relation to the degree of ambiguity tolerance(AT). Eighty undergraduate students(Ss) were asked to predict their final exam scores and to self-assess their use and effectiveness of LS, as well as their levels of AT, AGO, and MC. AT scores were divided into quartiles, and an ANOVA was conducted to analyze predicted scores, actual scores, and illusion scores Ss, judgments regarding LS use and effectiveness, AGO, and MC. The results showed that neither actual nor predicted scores differed significantly across levels of AT, and no differences were found in the judgments of LS use or effectiveness. In terms of AGO, mastery-approach was consistently the highest, while mastery-avoidance was the lowest, regardless of the degree of AT. Greater AT was associated with a larger discrepancy between approach and avoidance, primarily due to a stronger inclination toward approach. Regarding MC, Ss with higher AT demonstrated significantly greater MC regulation than those with lower AT. But there was no difference in overall MC. These findings suggest that ambiguous stimuli, particularly those involving uncertainty, were negatively associated with AGO. In contrast, unfamiliar stimuli were positively associated with both MC knowledge and regulation. Additionally, general ambiguity was negatively related to the use of rereading strategies. In educational settings, the knowledge and skills Ss encounter are not only novel but also often ambiguous. This study identified the extent to which Ss tolerate and accept such ambiguity and suggested a range of LS tailored to their level of AT.

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