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초등학생의 자기결정성동기와 목표내용 프로파일: 수업참여와 자기조절학습의 차이
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  • 초등학생의 자기결정성동기와 목표내용 프로파일: 수업참여와 자기조절학습의 차이
  • Latent profiles of self-determination motivation and goal contents: Differences in class involvement and self-regulated learning
ㆍ 저자명
송지은,이은주
ㆍ 간행물명
교육학연구KCI
ㆍ 권/호정보
2015년|53권 4호(통권168호)|pp.35-55 (21 pages)
ㆍ 발행정보
한국교육학회|한국
ㆍ 파일정보
정기간행물|KOR|
PDF텍스트(0.8MB)
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교육학
서지반출

국문초록

본 연구는 초등학생들이 공부를 하는 이유(자율적 동기와 타율적 동기)와 공부를 통해 추구하는 목표(내재목표와 외재목표)를 토대로 프로파일의 유형을 탐색하고, 이러한 유형에 따라 수업참여와 자기조절학습에 어떠한 차이가 있는지 알아보는데 목적이 있었다. 초등학교 5학년 396명을 대상으로 잠재프로파일분석을 실시한 결과, 자기결정성동기와 목표내용에 따라 자율적 내재목표형, 고동기 고 목표형, 평균형, 저동기 저목표형의 4가지 유형으로 구분되었다. 자율적 동기와 내재목표가 높은 자 율적 내재목표형 집단과 자율적 및 타율적 동기, 외재목표 및 내재목표가 모두 높은 고동기 고목표 형 집단의 학생들이 평균형 및 저동기 저목표형 집단에 비해 유의미하게 높은 수준의 수업참여와 자 기조절학습을 나타냈다. 특히 자율적 내재목표형과 고동기 고목표형 간에 수업참여와 자기조절학습 에 유의미한 차이가 없는 바, 자율적 동기와 내재목표가 동일한 수준으로 높은 경우 타율적 동기와 외재목표의 수준에 따라 수업참여 및 자기조절학습에 대해 차별적 효과가 없음을 의미한다. 본 연구 는 타율적 동기와 외재목표의 수준에 관계없이 자율적 동기와 내재목표가 높은 프로파일이 긍정적 학습행동을 하는데 더 중요함을 시사한다. 본 연구결과의 제한점 및 후속연구에 대한 제언이 논의되 었다.

영문초록

The purpose of this study was to explore latent profiles of self-determination motivation and goal contents and to investigate the differences in class involvement and self-regulated learning among profile groups. Applying latent profile analysis with 396 elementary school students, four distinct profiles of motivation and goal contents were found; autonomous motivation-intrinsic goal group, high motivation-high goal group, normative group, and low motivation-low goal group. Autonomous motivation-intrinsic goal group (i.e., high autonomous and low controlled motivation, high intrinsic and low extrinsic goal) and high motivation-high goal group (i.e., high on both autonomous and controlled motivation, high on both intrinsic and extrinsic goals) showed significantly higher levels of class involvement and self-regulated learning than other two groups. More interestingly, these two groups were not significantly different in class involvement and self-regulated learning, indicating that controlled motivation and extrinsic goals does not matter as long as both autonomous motivation and intrinsic goals were high. The implications for future research were discussed.

목차

I. 서론
II. 이론적 배경
III. 연구방법
Ⅳ. 연구결과
Ⅴ. 논의 및 결론
참고문헌

키워드

자기결정성동기목표내용수업참여자기조절학습잠재프로파일분석(LPA)self-determination motivationgoal contentsclass involvementself-regulated learninglatent profile analysis(LPA)

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