대학생의 학업동기신념 프로파일에 따른 수업참여, 문제행동 및 학업부정행위의 차이

The purpose of this study was to explore college students’ academic motivation profiles in Korea and to investigate how their profiles relate to their class engagement, academic misbehavior, and academic dishonesty. A total of 2,477 college students from Korean Education Longitudinal Study 2012 data provided the sample for this study. Using Latent Profile Analysis, a five-profile model of ‘high efficacy and high mastery goals’, ‘high achievement goals’, ‘moderate motivation’, ‘low efficacy and low performance goals’, and ‘very low performance goals’ was chosen as the final model. There were significant differences in the students’ class engagement, academic misbehavior, and academic dishonesty depending on their motivation profiles. The ‘high efficacy and high mastery goals' profile showed the most adaptive results whereas the profiles with low achievement goals showed lower engagement, and higher levels of academic misbehavior and academic dishonesty. In addition, the students with high mastery and high performance goals (i.e., ‘high achievement goals’) demonstrated significantly higher levels of misbehavior during class and academic dishonesty than those with high mastery and low performance goals (i.e., ‘high efficacy and high mastery goals’). Implications of the research findings for college education are discussed.