학습자의 협동·경쟁·개인적 태도 프로파일과 예측 및 결과 변인

초록

This study explored the combination of learners’ social interdependence attitude (cooperative, competitive, and individualistic) profiles in early/middle adolescence and early adulthood, and examined their associations with related variables. To this end, latent profile analysis was conducted on a group of elementary and middle school students (Study 1) and a group of college students (Study 2). Study 1 examined the likelihood of profile membership based on gender and school level, as well as differences in achievement goals and achievement in science domain, using multinomial logistic regression, and BCH analysis. Study 2 examined the likelihood of profile membership based on academic year and differences in achievement goals among derived profiles. As a result, profiles characterized by high cooperative attitudes, as well as profiles with upper-middle levels of both cooperative and competitive attitudes were commonly derived in both groups. This confirms the coexistence of social interdependence attitudes. Additional profiles were derived, ‘low cooperative and high individualistic’, ‘moderate cooperative-competitive-individualistic’ for early/middle adolescence, and ‘high competitive- individualistic’, ‘Upper-middle cooperative-individualistic, low competitive’ for college students. Gender and school-level were significantly predicted profile membership in the elementary and middle school students sample, and the grade was not related to the profile classification in the college student sample. Regarding differences in achievement goals across profiles, early/middle adolescence profiles with a high level of cooperative attitude demonstrated a high level of mastery goals. Those with a high level of competitive attitude exhibited high levels of performance-approach and performance-avoidance goals in science. For college students, profiles with higher competitive attitudes showed higher performance-approach and performance-avoidance goals. Science achievement was found to be higher in the profile exhibiting above-average level of cooperative and competitive attitudes while the profile with high individualistic attitudes was found to be lower. Educational impact and implications: This study showed that learners can have a multidimensional profile without perceiving cooperative and competitive attitudes as mutually exclusive attitudes. In the educational field, it is necessary to foster cooperative learning structures that promote positive interdependence to prevent psychological anxiety and diminished adaptive motivation induced by competition. Furthermore, it is necessary to construct multi-faceted evaluation centered on process-oriented evaluation methods rather than rank-based grading.

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