The purpose of this study is to examine effects of achievement goal orientation of specialized high school students on academic self-efficacy and differences of academic self-efficacy by form of achievement goal orientation.
To achieve the purpose, survey was conducted with achievement goal orientation measurement tools(26 questions) and academic self-efficacy measurement tools(28 questions) for 745 students of 18 specialized technical high school students in 5 districts. The results of this study are as follows.
First, 2nd graders have higher performance avoidance goal orientation than 1st graders and students who entered specialized high school because of same aptitude and interests and students with high satisfaction with department showed higher approach goal orientation and lower avoidance goal orientation than other students. It means that as grade higher, they are afraid of falling behind in task execution and entrance caused by same aptitude and interests and high satisfaction with department may make a positive effect on task execution and participation.
Second, students who entered specialized high school because of same aptitude and interests and students with high satisfaction with department showed higher average point in all sub-factors of academic self-efficacy than other students. It means entrance caused by same aptitude and interests and high satisfaction with department may make a positive effect on task execution and the achievement level.
Third, preference to task difficulty and self-controlling efficacy have highly positive correlations with mastery goal orientation and confidence and mastery avoidance goal orientation have highly negative correlations each other.
Fourth, achievement goal orientation form of specialized high school students were divided into 5 forms; ‘execution avoidance(34.8%)’, ‘mastery orientation(20.8%)’, ‘approach(17%)’, ‘avoidance competition(14.9%)’, and‘mastery avoidance(12.5%)’. In preference to task difficulty, ‘approach’group showed the highest average point and ‘mastery avoidance’showed the lowest average point. The average point of‘approach’group was higher than other groups in confidence, but ‘mastery orientation’ group showed the highest average point.
Through the results of this study, academic self-efficacy makes an effect by a certain direction in accordance with achievement goal orientation and it’s necessary to access academic problems differently according to student’s goal directivity. Therefore, it’s necessary to provide educational method by student type based on explanation about academic self-efficacy of achievement goal orientation of specialized high school students and analysis on achievement goal orientation form.