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The purpose of this study is to explore the variables maintaining academic adjustment and
learning of medical students. In other words, to see the differences of achievement goal
orientation of medical students according to the academic failure tolerance and self-efficacy. To
accomplish the above object, 184 students of medical school participated in the survey.
The results of this study are as follow. Firstly, the group of high score for academic failure
tolerance showed high score in mastery-approach goal but low score in mastery-avoidance goal
and performance-avoidance goal significantly. Secondly, they showed differences in achievement
goal orientation according to the task difficulty preference, feeling, behavior which were
sub-variables of academic failure tolerance. And also, the group showing high level of feeling
showed low score in mastery-avoidance goal, performance-avoidance goal and
performance-approach goal. Thirdly, the group of high level in academic self-efficacy showed
high score in mastery-approach goal but low score in mastery-avoidance goal and
performance-avoidance goal significantly. Also, showed the differences in achievement goal
orientation according to the task difficulty preference, self-regulatory efficacy and self-confidence
which were the sub-variables of academic self-efficacy. Lastly, there was statistical difference in
school achievement among four groups divided by the level of achievement goal orientation.
The suggestions based on the research findings are as follows. The ways to support students'
learning and counseling need to be provided by considering the level of students' academic
failure tolerance, academic self-efficacy and achievement goal orientation to maintain the academic
adjustment and learning of medical students.