중등교육에서 학습전략과 과제수행동기의 산문파지 효과 = The Effect of Prose Passage on Learning Strategies and Task Performance Motivation in the Secondary Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the impact of learning strategies on task performance motivation on retention in a passage comprehension task. The study employed two learning strategies, retrieval practice and repeated reading, and measured task performance motivation regarding task importance and task effort. The participants consisted of 42 first-year female high school students, who were divided into two experimental groups, one using free recall and the other using repeated reading. The experimental treatment included two relearning sessions after the initial learning and the SOS measurement, and the final free recall test was conducted two days later. Task performance motivation was measured using the Student Opinion Scale (SOS), which comprised eight questions using a Likert 6-point scale. The results indicated no significant difference in retention between retrieval practice and repeated reading. There were differences in task performance motivation including task importance and task effort between the two learning strategies. The task performance motivation of students exhibited higher task performance motivation during repeated reading than during retrieval practice. The covariate analysis controlling for task performance motivation demonstrated that retention was higher for retrieval practice than for repeated reading. The subfactor that influenced retention between 2 strategies was task effort. These results confirm that retrieval practice is a more effective learning strategy than repeated reading, while the desirable difficulty of task effort is a crucial factor in predicting learning outcomes. This demonstrates that how learners exert effort during task performance is more important in academic achievement than simply valuing the task. This finding provides educational implications by highlighting the importance of task effort in learning outcomes.

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