NCS기반 메이크업 교육에서 학습자의 성취목표지향성과 교수자의 학습동기 유발전략이 학습성과에 미치는 영향

This study aims to analyze the effects of learners’ achievement goal orientation and instructors’ motivational strategies on learning outcomes in NCS-based makeup education. A survey was conducted with 244 learners who had completed NCS-based makeup training programs in the Seoul and Gyeonggi regions. Achievement goal orientation and motivational strategies were set as independent variables, while learning outcomes were set as the dependent variable. Data were analyzed using ANOVA, correlation analysis, and regression analysis. The results showed that among learners in their 20s, performance-approach and performance-avoidance orientations were the most prominent. Differences in motivational strategies were observed depending on the learners’ purpose for obtaining a makeup certification, with confidence and satisfaction emerging as the most influential factors. Among different types of educational institutions, learners enrolled in vocational training centers demonstrated relatively higher learning outcomes. Regarding goal orientation, mastery- approach had a positive effect on learning outcomes, while performance-avoidance had a negative effect. Additionally, among instructors’ motivational strategies, higher levels of satisfaction, confidence, and attention contributed to improved learning outcomes. In conclusion, learners with a mastery-approach goal orientation showed higher learning outcomes in NCS-based makeup education, and instructors’ positive motivational strategies were found to be effective in enhancing learners’ performance. These findings suggest the need for instructors to develop diverse strategies to positively shift the motivation of learners with performance-avoidance tendencies, ultimately contributing to the qualitative improvement of NCS-based makeup education.