기관회원 [로그인]
소속기관에서 받은 아이디, 비밀번호를 입력해 주세요.
개인회원 [로그인]

비회원 구매시 입력하신 핸드폰번호를 입력해 주세요.
본인 인증 후 구매내역을 확인하실 수 있습니다.

회원가입
장바구니
 고객센터
본문검색
  • 검색 히스토리
실시간 인기검색어
서지반출
교사의 자율동기 유형에 따른 교사효능감과 수업전략의 차이: 읽기영역을 중심으로
[STEP1]서지반출 형식 선택
파일형식
@
서지도구
SNS
기타
[STEP2]서지반출 정보 선택
  • 제목
  • URL
돌아가기
확인
취소
  • 교사의 자율동기 유형에 따른 교사효능감과 수업전략의 차이: 읽기영역을 중심으로
  • An Investigation of Teachers' Types of Autonomous Motivation and the Differences in Teacher Efficacy and Teaching Strategies: Focusing on Reading Instruction
ㆍ 저자명
김은정,임효진
ㆍ 간행물명
교육논총KCI
ㆍ 권/호정보
2015년|35권 1호(통권43호)|pp.47-72 (26 pages)
ㆍ 발행정보
경인교육대학교 교육연구원|한국
ㆍ 파일정보
정기간행물|KOR|
PDF텍스트(0.65MB)
ㆍ 주제분야
교육학
서지반출

국문초록

본 연구는 읽기영역에서 학생들의 동기에 영향을 미칠 수 있는 주된 요인 중 하나인 교사의 읽기 동기에 대해 알아보고자 하였다. 따라서 자기결정성 이론의 동기 조절 유형(Deci & Ryan, 1985, 2000)에 따라 교사의 자율동기 유형을 탐색하고, 유형별로 나타난 교사의 동기양식에 대해 기술하 였다. 연구를 위하여 교육대학교 및 사범대학교 국어교육과 학생들을 대상으로 실시한 예비 조사 자료 266부를 분석하여 영역별 최종 문항을 확정한 뒤, 실제로 읽기 수업을 진행하는 초등학교 교 사와 중·고등학교 국어교사 206명을 대상으로 읽기 자율동기와 관련 변인들을 측정하였다. 연구 결과 교사들은 ‘높은외적-높은내적조절’, ‘낮은내적조절’, ‘높은내적조절’의 세 가지 유형의 집단들로 분류되었다. 전체적으로 보아 내적 조절동기가 높은 집단들은 긍정적 읽기동기를 가지고 있었고, 효과적인 수업전략 및 과제전략의 사용빈도가 높았으며, 교사효능감도 높은 것으로 나타났다.

영문초록

This study attempts to identify latent sub-groups based on teachers' reading self-determination, and to figure out the characteristics of the subgroups. This study also examined the differences in reading motivation, teacher efficacy, and instructional strategies in reading class, depending on the types of autonomy motivation. A total 206 of elementary and secondary school teachers were collected and analyzed. Latent Class Analysis(LCA) and Analysis of Variance(ANOVA) were employed to analyze the data, using SPSS 19.0 and Mplus programs. The results were as follows: First, three subgroups within the sample were found to be qualitatively different as they presented “high intrinsic-high extrinsic regulation” group, “high-intrinsic regulation” group, and “low-intrinsic regulation” group. Second, except avoidance, reading motivation (measured by MRQ; Baker & Wigfield, 1999) and reading activities (e.g. amount of time spend in reading, ) were found to be higher in higher intrinsic groups than in low intrinsic group. Third, teachers who have more autonomous motivation(i.e. higher intrinsic regulation groups) showed higher teacher efficacy and more frequent use of instructional and assignment strategies in reading class.

목차

Ⅰ. 서 론
II. 이론적 배경
III. 연구방법
Ⅳ. 연구 결과
Ⅴ. 논의 및 결론
참고문헌

키워드

교사자기결정성읽기동기수업전략교사효능감autonomous motivationreading motivationteacher efficacyteaching strategies

참고문헌 (62건)

  • 권민균. (2002). 초등학생의 읽기동기에 관한 연구: 읽기동기의 구성요인, 학년과 성차이를 중심으로. 아동학회지, 23(3), 17-33.
  • 김대희, 엄해영. (2012). 부모의 읽기 태도에 대한 학생의 인식과 학생의 읽기 태도와의 상관성연구. 한국초등교육, 23(4), 39-51.
  • 김재철, 임효진. (2014). 부모와 학생관련 변수가 고등학생의 읽기성취에 미치는 영향. 교육평가연구, 27(2), 255-285.
  • 김정희. (2006). 교사효능감과 학생들의 자기효능감. 영재와영재교육, 5(1), 5-24.
  • 김종렬. (2012). 부모와 교사의 자율성지지, 내재적 미래목표와 수업참여 간의 구조적 관계분석. 초등교육연구, 25(1), 147-167.
  • 김주영. (2010). 교사의 조건부 관심 및 자율성 지지와 학생의 학업참여 간의 관계에서 자기결정동기의 매개효과. 석사학위논문, 이화여자대학교 교육대학원.
  • 김청자. (2013). 중·고등학생의 자기효능감과 자기결정성 동기 및 학업성취 간의 관계 연구. 한국산학기술학회논문지, 14(3), 1148-1156.
  • 김효영. (2000). 읽기동기와 읽기활동의 관계 분석. 석사학위논문, 경상대학교 교육대학원.
  • 문병상. (2011). 내·외재적 읽기동기, 자기조절 읽기, 읽기활동과 읽기능력의 관계. 중등교육연구, 59(1), 123-143.
  • 문은식. (2005). 중·고등학생이 지각한 사회적 지지와 심리적 안녕 및 학교생활 적응의 관계. 교육심리연구, 19(4), 1087-1108.
  • 박병기, 이종욱, 홍승표. (2005). 자기결정성이론이 제안한 학습동기 분류형태의 재구성. 교육심리연구, 19(3), 699-717.
  • 박영민. (2007). 중학생 읽기동기의 구성요인. 독서연구, 16, 297-334.
  • 박영민, 최숙기. (2009). 국어 교사 효능감의 구성 요인 분석, 학습자중심교과교육연구, 9(1), 241-272
  • 박지연. (2007). 초등 예비교사와 초임교사의 교사 효능감에 관한 연구, 석사학위논문, 서울대학교 대학원.
  • 안도희, 박귀화, 정재우. (2008). 자율성 지지, 기본적 욕구 및 심리적 안녕감 간의 관계. 청소년학연구, 15(5), 315-338.
  • 옥현진, 김경희. (2011). PISA 2009 읽기 영역 결과 분석 연구. 국어교육, 134, 383- 407.
  • 유경훈. (2013). 중학생의 창의적 사고능력과 자기효능감, 자기결정성 동기간의 관계. 한국산학기술학회논문지, 14(3), 1157-1163.
  • 문화체육관광부. (2012). 2011년 국민독서실태조사. 서울: 문화체육관광부.
  • 이상우. (2010). 부모와 교사의 자율성지지, 성취목표지향성, 기본심리욕구, 학업성취도 간의 구조적 관계 분석. 교육학논총, 31(1), 45-68.
  • 이순영. (2006), 독서 동기와 몰입에 영향을 주는 요인에 관한 이론적 고찰, 독서연구, 16, 359-381.
  • 전제응. (2005). 읽기 성취 수준에 따른 읽기 동기 유형 연구, 석사학위논문, 연세대학교 대학원.
  • 최숙기. (2010). 중학생의 읽기동기와 읽기태도에 관한 상관성 연구. 독서연구, 23, 345-380.
  • Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly. 34, 452-477.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Benware, C., & Deci, E. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755-765.
  • Connell, J. P., & Wellborn, J. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. Minnesota Symposia on Child Psychology, 23, 43-77.
  • Deci, E, L. (1992). Commentary: On the nature and functions of motivational theories. Psychological Science, 3(3), 167-171.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
  • Dembo, M. H., & Gibson, S. (1985). Teachers' sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86, 173-184.
  • De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104, 1006-1021.
  • Dolezal, S. E., Welsh, L. M., Pressley, M., & Vincent, M. M. (2003). How nine third-grade teachers motivate student academic engagement. The Elementary School Journal, 103(3), 239-267.
  • Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514-525.
  • Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52(5), 890-898.
  • Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 83(4), 508-517.
  • Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80, 711-735.
  • Guay, F., & Vallerand, R. J. (1997). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.
  • Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and emotion, 24, 175-213.
  • Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32, 282-313.
  • Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600.
  • Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644-661.
  • Kaplan, H., Assor, A., & Roth, G. (2003, April). Is autonomy important for all students? Evidence from a longitudinal study of children with different levels of parental education. Paper presented at the 84th Annual Meetings of the American Educational Research Association, Chicago, IL.
  • Klauda, S. (2009). The role of parents in adolescents’reading motivation and activity. Educational Psychology Review 21, 325-363.
  • Kuhl, J., & Fuhrmann, A. (1998). Decomposing self-regulation and self-control: The Volitional Components Inventory. Heckhausen, J., & Dweck, C. S. (Eds.), Motivation and self-regulation across the life span (pp. 15-49). New York: Cambridge University Press.
  • Niemiec, C. P., & Ryan R. M. (2009), Autonomy, competence, and relatedness in the classroom. Theory and Research in Education, 7, 133-144.
  • OECD (2010). PISA 2009 results: What students know and can do(Vol. Ⅰ). Retrieved Feb 10, 2011, from the World Wide Web: http://dx.doi.org/10.1787/9789264091450
  • Pelletier, L., Fortier, M., Vallerand, R., & Briére, N. (2001). Association among perceived autnomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25, 279-306.
  • Reeve, J., & Jang, H. (2006). What teacher say do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
  • Reinboth, M., Duda, J. L., & Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes. Motivation and Emotion, 28, 297-313.
  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Comtemporary Educational Psychology, 25(1), 54-67.
  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. B. J. Zimmerman, & D. H. Schunk. (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives. (2nd ed., pp. 125-151). Mahwah, NJ, US: Lawrence Erlbaum.
  • Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life-domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence. 34, 589-604.
  • Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement model. Journal of Personality and Social Psychology, 85, 571-581.
  • Taylor, I., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747-760.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68, 202-248.
  • Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162-186.
  • Watkins, M., W. & Coffey, D. Y. (2004). Reading motivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96, 110-118.
  • Wigfield, A., & Guthrie, J. T. (1995). Dimensions of children's motivation for reading: An initial study. Athens, GA: National Reading Research Center.
  • Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89, 420-432.
  • Woolfolk, A., Rosoff, B., & Hoy, W. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching & Teacher Education, 6, 137-148.
구매하기 (5,500)
장바구니
추천 연관논문