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학업동기 프로파일의 잠재적 변화: 학업성취와의 관계
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  • 학업동기 프로파일의 잠재적 변화: 학업성취와의 관계
  • Latent Change of Academic Motivation Profiles: Academic Achievement
ㆍ 저자명
신이나,손원숙
ㆍ 간행물명
교육학연구KCI
ㆍ 권/호정보
2016년|54권 3호(통권171호)|pp.177-199 (23 pages)
ㆍ 발행정보
한국교육학회|한국
ㆍ 파일정보
정기간행물|KOR|
PDF텍스트(0.46MB)
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서지반출

국문초록

본 연구의 목적은 자기결정성 이론에 근거하여 학업동기 프로파일의 잠재적 변화를 탐색하는 것이 며, 다차원적 특성을 지닌 학업동기의 종단적 변화를 분석하기 위해서 잠재전이분석(latent transition analysis)이 실시되었다. 연구대상은 한국교육종단연구(Korea Education Longitudinal Study; KELS) 의 2, 3차 연구에 연속적으로 참여한 총 5,692명(남자 2,941, 여자 2,751)의 중학생이다. 연구결과 중학 교 2-3학년의 학업동기 프로파일은 자율동기와 내사된 조절이 평균이상의 수준을 나타내는 ‘자율동기 형’, 모든 학업동기가 평균이상을 나타내는 ‘복합형’, 무동기만 평균이상을 나타내는 ‘무동기형’으로 구 분되었고, 학년의 변화에도 동일한 유형과 크기로 분류되었다. 이러한 프로파일과 특성을 이해하기 위 해서 학업성취도와의 관계를 분석한 결과, 자율동기 프로파일을 가진 학생들의 학업성취도가 가장 높 은 것으로 나타났다. 한편 학업동기 프로파일의 변화 양상은 내적 동기가 증가 혹은 감소하는 방향으 로 나타남으로써 동기의 질적 측면에 따른 변화가 확인되었지만, 중2-3 시기에 파악된 대부분의 동기 프로파일은 안정적인 성향이 강한 것으로 나타났다. 마지막으로 학업동기 프로파일의 특성 및 학업동 기의 안정성 및 변화에 대한 이론적, 교육적 시사점을 논의하였다.

영문초록

The purpose of this study is to identify latent change of the self-determination theory(SDT)'s academic motivation using latent transition modeling and also to explore their relationships with academic achievement. Samples are 5,692 (2,751 females, 2,941 males) 8th-graders sampled from a 2-wave longitudinal research design based on Korea Education Longitudinal Study(KELS). By the results of latent transition analyses, three classes of motivation were equally identified across two years: high autonomous motivation, combination motivation, and high amotivation classes. To explore the features of classes, their relationships with achievement were compared. Findings supported SDT that the students included in the high autonomous motivation class seemed the most adaptive in terms of their achievement level. In addition, the development pattern of academic motivation profiles showed more stable rather than changeable across two years. Also the change of academic motivation profiles was made in terms of the quality of motivation or level of intrinsic motivation. Finally, theoretical and educational implications for stability and change of academic motivation were discussed.

목차

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

키워드

학업동기자기결정성 이론잠재전이 분석종단적 변화개인중심적 접근

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