The purpose of this study was to investigate latent classes of motives and goal contents of elementary school students using Latent Class Analysis(LCA) and to examine the relations between latent classes and psychological well-being. Also this study e...
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초등학생의 자기결정성동기 및 생애목표와 심리적 안녕감 간의 이질적 관계: 회귀혼합모델의 적용 = Differential Association of Motives and Goal Contents with Psychological Well-being: Regression Mixture Modeling Approach
한글로보기https://www.riss.kr/link?id=T13847576
- 저자
-
발행사항
대구 : 경북대학교 대학원, 2015
- 학위논문사항
-
발행연도
2015
-
작성언어
한국어
- 주제어
-
DDC
370.15 판사항(23)
-
발행국(도시)
대구
-
형태사항
v, 148 p. : 삽화 ; 26 cm
-
일반주기명
지도교수: 이은주
참고문헌 수록 -
소장기관
- 경북대학교 중앙도서관
- 국립중앙도서관
- 경북대학교 중앙도서관
-
0
상세조회 -
0
다운로드
인용문이 복사되었습니다.
부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this study was to investigate latent classes of motives and goal contents of elementary school students using Latent Class Analysis(LCA) and to examine the relations between latent classes and psychological well-being. Also this study explored the heterogeneous nature of the relationship between psychological well-being and motives/goal contents as well as a number of plausible reasons for these differences. The subjects of study were 491 fifth and sixth grade students (51.7% boys, 48.3% girls) sampled from three elementary schools located in Daegu province.
For the purpose of this study, the concrete research questions were as follows: (1) to examine whether there exist multiple latent classes based on motives and goal contents factors, (2) to examine the relations between latent classes and psychological well-being, (3) to identify the latent classes with varying associations between motives and goal contents on the one hand and psychological well-being on the other, and (4) to examine latent class differences in children's gender, academic score, positive and negative affect, self-efficacy, and teacher's autonomy support.
The major findings of this research and implications for educational practice were as follows:
First, the four-class model of motives and goal contents type was identified as the most suitable model. Four subgroups within the sample were found to be qualitatively different as they presented High autonomous motives-high intrinsic goals class, High motives-high goals class, High controlled motives-high extrinsic goals class, and Low motives-low goals class. High autonomous motives-high intrinsic goals class was that autonomous motives and intrinsic goals were higher than other classes, but controlled motives was lower than other classes. High motives-high goals class was that both motives and goals were higher than other classes. High controlled motives-high extrinsic goals class was that controlled motives and extrinsic goals were higher than other classes, but autonomous motives and intrinsic goals were lower than other classes. Low motives-low goals class was that both motives and goals were lower than other classes. Notably, autonomous motives was related with intrinsic goals and controlled motives was related with extrinsic goals.
Second, psychological well-being was different depending on the four latent classes. Psychological well-being of High autonomous motives-high intrinsic goals class were the highest. The higher autonomous motives/intrinsic goals and the lower controlled motives/extrinsic goals were related with the higher psychological well-being.
Third, regression mixture analysis identified four latent classes with differential associations between motives and goal contents on the one hand and psychological well-being on the other; High autonomous motives to well-being class, High autonomous motives/low controlled motives to well-being class, High controlled motives/high extrinsic goals to well-being class, and High controlled motives to well-being class. High autonomous motives to well-being class was that the higher autonomous motives had the higher well-being. High autonomous motives/low controlled motives to well-being class was that the higher autonomous motives and the lower controlled motives had the higher well-being. High controlled motives/high extrinsic goals to well-being class was that the higher controlled motives/extrinsic goals and the lower autonomous motives/intrinsic goals had the higher well-being. High controlled motives to well-being class was that the higher controlled motives had the higher well-being.
Fourth, there were significant latent class differences in children's gender, positive and negative affect, self-efficacy, and teacher's autonomy support. Overall, positive affect and self-efficacy were the significant and powerful predictors of children’s class membership.
Finally, suggestions for future research were discussed based on limitations of this study.
For the purpose of this study, the concrete research questions were as follows: (1) to examine whether there exist multiple latent classes based on motives and goal contents factors, (2) to examine the relations between latent classes and psychological well-being, (3) to identify the latent classes with varying associations between motives and goal contents on the one hand and psychological well-being on the other, and (4) to examine latent class differences in children's gender, academic score, positive and negative affect, self-efficacy, and teacher's autonomy support.
The major findings of this research and implications for educational practice were as follows:
First, the four-class model of motives and goal contents type was identified as the most suitable model. Four subgroups within the sample were found to be qualitatively different as they presented High autonomous motives-high intrinsic goals class, High motives-high goals class, High controlled motives-high extrinsic goals class, and Low motives-low goals class. High autonomous motives-high intrinsic goals class was that autonomous motives and intrinsic goals were higher than other classes, but controlled motives was lower than other classes. High motives-high goals class was that both motives and goals were higher than other classes. High controlled motives-high extrinsic goals class was that controlled motives and extrinsic goals were higher than other classes, but autonomous motives and intrinsic goals were lower than other classes. Low motives-low goals class was that both motives and goals were lower than other classes. Notably, autonomous motives was related with intrinsic goals and controlled motives was related with extrinsic goals.
Second, psychological well-being was different depending on the four latent classes. Psychological well-being of High autonomous motives-high intrinsic goals class were the highest. The higher autonomous motives/intrinsic goals and the lower controlled motives/extrinsic goals were related with the higher psychological well-being.
Third, regression mixture analysis identified four latent classes with differential associations between motives and goal contents on the one hand and psychological well-being on the other; High autonomous motives to well-being class, High autonomous motives/low controlled motives to well-being class, High controlled motives/high extrinsic goals to well-being class, and High controlled motives to well-being class. High autonomous motives to well-being class was that the higher autonomous motives had the higher well-being. High autonomous motives/low controlled motives to well-being class was that the higher autonomous motives and the lower controlled motives had the higher well-being. High controlled motives/high extrinsic goals to well-being class was that the higher controlled motives/extrinsic goals and the lower autonomous motives/intrinsic goals had the higher well-being. High controlled motives to well-being class was that the higher controlled motives had the higher well-being.
Fourth, there were significant latent class differences in children's gender, positive and negative affect, self-efficacy, and teacher's autonomy support. Overall, positive affect and self-efficacy were the significant and powerful predictors of children’s class membership.
Finally, suggestions for future research were discussed based on limitations of this study.
The purpose of this study was to investigate latent classes of motives and goal contents of elementary school students using Latent Class Analysis(LCA) and to examine the relations between latent classes and psychological well-being. Also this study explored the heterogeneous nature of the relationship between psychological well-being and motives/goal contents as well as a number of plausible reasons for these differences. The subjects of study were 491 fifth and sixth grade students (51.7% boys, 48.3% girls) sampled from three elementary schools located in Daegu province.
For the purpose of this study, the concrete research questions were as follows: (1) to examine whether there exist multiple latent classes based on motives and goal contents factors, (2) to examine the relations between latent classes and psychological well-being, (3) to identify the latent classes with varying associations between motives and goal contents on the one hand and psychological well-being on the other, and (4) to examine latent class differences in children's gender, academic score, positive and negative affect, self-efficacy, and teacher's autonomy support.
The major findings of this research and implications for educational practice were as follows:
First, the four-class model of motives and goal contents type was identified as the most suitable model. Four subgroups within the sample were found to be qualitatively different as they presented High autonomous motives-high intrinsic goals class, High motives-high goals class, High controlled motives-high extrinsic goals class, and Low motives-low goals class. High autonomous motives-high intrinsic goals class was that autonomous motives and intrinsic goals were higher than other classes, but controlled motives was lower than other classes. High motives-high goals class was that both motives and goals were higher than other classes. High controlled motives-high extrinsic goals class was that controlled motives and extrinsic goals were higher than other classes, but autonomous motives and intrinsic goals were lower than other classes. Low motives-low goals class was that both motives and goals were lower than other classes. Notably, autonomous motives was related with intrinsic goals and controlled motives was related with extrinsic goals.
Second, psychological well-being was different depending on the four latent classes. Psychological well-being of High autonomous motives-high intrinsic goals class were the highest. The higher autonomous motives/intrinsic goals and the lower controlled motives/extrinsic goals were related with the higher psychological well-being.
Third, regression mixture analysis identified four latent classes with differential associations between motives and goal contents on the one hand and psychological well-being on the other; High autonomous motives to well-being class, High autonomous motives/low controlled motives to well-being class, High controlled motives/high extrinsic goals to well-being class, and High controlled motives to well-being class. High autonomous motives to well-being class was that the higher autonomous motives had the higher well-being. High autonomous motives/low controlled motives to well-being class was that the higher autonomous motives and the lower controlled motives had the higher well-being. High controlled motives/high extrinsic goals to well-being class was that the higher controlled motives/extrinsic goals and the lower autonomous motives/intrinsic goals had the higher well-being. High controlled motives to well-being class was that the higher controlled motives had the higher well-being.
Fourth, there were significant latent class differences in children's gender, positive and negative affect, self-efficacy, and teacher's autonomy support. Overall, positive affect and self-efficacy were the significant and powerful predictors of children’s class membership.
Finally, suggestions for future research were discussed based on limitations of this study.
목차 (Table of Contents)
- Ⅰ. 서론 1
- 1. 연구의 필요성 및 목적 1
- 2. 연구문제 6
- 3. 용어의 정의 7
- Ⅱ. 이론적 배경 10
- Ⅰ. 서론 1
- 1. 연구의 필요성 및 목적 1
- 2. 연구문제 6
- 3. 용어의 정의 7
- Ⅱ. 이론적 배경 10
- 1. 자기결정성동기와 생애목표 10
- 2. 심리적 안녕감 40
- 3. 자기결정성동기, 생애목표, 심리적 안녕감의 관계 43
- 4. 자기결정성동기, 생애목표, 심리적 안녕감에 영향을 미치는 요인 49
- Ⅲ. 연구 방법 64
- 1. 연구대상 64
- 2. 측정도구 65
- 3. 분석방법 71
- Ⅳ. 연구 결과 76
- 1. 기술 통계 및 상관 분석 76
- 2. 자기결정성동기와 생애목표의 유형 탐색 80
- 3. 자기결정성동기 및 생애목표와 심리적 안녕감의 관계 87
- Ⅴ. 논의 및 결론 98
- 1. 요약 및 논의 98
- 2. 결론 및 제언 111
- 참고문헌 115
- ABSTRACT 133
- <부록 1> 자기결정성동기 평가척도 요인분석결과 136
- <부록 2> 생애목표 평가척도 요인분석결과 137
- <부록 3> 다항 로지스틱 회귀분석 결과 138
- <부록 4> 학생용 설문지 139
참고문헌 (Reference)
1. 배움의 공동체, 손우정, 서울:해냄출판사, , 2012
3. 초등학생들의 학습동기의 변화, 이은주, 한국초등교육학회, 초등교육연구,14(1),47-66, , 2000
4. 구조방정식모델링의 이해와 적용, 문수백, 서울:학지사, , 2009
5. 자기결정성이론과 현장 적용 연구, 김아영, 교육심리연구, 24(3),583-609, , 2010
6. 주관적 안녕 척도의 개발 및 타당화, 홍승표, 박병기, 교육심리연구,18(3),159-175, , 2004
7. 초등학생 진로인식검사 개발 및 타당화, 부재율, 어윤경, 안암교육학회, 한국교육학연구,15(1),25-51, , 2009
8. 자기결정성 정도에 따른 동기유형의 분류, 吳順愛, 金雅暎, 한국교육심리학회, 교육심리연구,15(4),97-119, , 2001
9. 청소년의 자기결정성에 영향을 주는 요인들, 신미, 전성희, 유미숙, 한국청소년학회, 청소년학연구,18(1),275-296, , 2011
10. 교실에서의 내재동기: 쟁점과 교육적 시사점, 하대현, 한국교육심리학회, 교육심리연구,17(1),71-94, , 2003
1. 배움의 공동체, 손우정, 서울:해냄출판사, , 2012
3. 초등학생들의 학습동기의 변화, 이은주, 한국초등교육학회, 초등교육연구,14(1),47-66, , 2000
4. 구조방정식모델링의 이해와 적용, 문수백, 서울:학지사, , 2009
5. 자기결정성이론과 현장 적용 연구, 김아영, 교육심리연구, 24(3),583-609, , 2010
6. 주관적 안녕 척도의 개발 및 타당화, 홍승표, 박병기, 교육심리연구,18(3),159-175, , 2004
7. 초등학생 진로인식검사 개발 및 타당화, 부재율, 어윤경, 안암교육학회, 한국교육학연구,15(1),25-51, , 2009
8. 자기결정성 정도에 따른 동기유형의 분류, 吳順愛, 金雅暎, 한국교육심리학회, 교육심리연구,15(4),97-119, , 2001
9. 청소년의 자기결정성에 영향을 주는 요인들, 신미, 전성희, 유미숙, 한국청소년학회, 청소년학연구,18(1),275-296, , 2011
10. 교실에서의 내재동기: 쟁점과 교육적 시사점, 하대현, 한국교육심리학회, 교육심리연구,17(1),71-94, , 2003
11. 한국형 학업적 자기조절 설문지 타당화 연구, 김아영, 이화여자대학교미간행 연구논문, , 2008
12. 학업적 자기효능감 척도 개발 및 타당화 연구, 박인영, 김아영, 한국교육학회, 교육학연구,39(1),95-123, , 2001
13. 청소년의 심리적 안녕감 요인에 관한 메타 분석, 천성문, 박미애, 김세경, 한국재활심리학회, 재활심리연구,20(3),627-652, , 2013
14. 청소년의 자기결정성 학습동기와 학업성취의 관계, 조한익, 권혜연, 청소년학연구,17(11),47-68, , 2010
16. 자기결정성과 자기조절학습의 관계에 관한 메타분석, 조한익, 아동교육,23(2),233-251, , 2014
17. 자율성 지지,기본적 욕구 및 심리적 안녕감간의 관계, 박귀화, 안도희, 정재우, 한국청소년학회, 청소년학연구,15(5),315-338, , 2008
19. 한국 청소년 안녕감 척도(K-WBSA)의 타당화 및 삶의 질 분석, 최인수, 이미나, 이현주, 교육심리연구,22(1),301-315, , 2008
20. 자기결정성 이론에 따른 학습동기유형 분류체계의 타당성, 김아영, 교육심리연구,16(4),169-187, , 2002
21. 심리적 안녕감의 구성개념분석: 한국 성인 남녀를 대상으로, 김혜원, 차경호, 김명소, 한국심리학회지:사회 및 성격,15(2),19-39, , 2001
22. 자기결정성 동기 프로파일에 따른 자기조절학습전략의 차이, 김은경, 서은희, 한국교육심리학회, 교육심리연구,27(2),395-407, , 2013
23. 대학생의 자원과 심리적 안녕감의 관계:목표추구의 매개효과, 염시창, 이명자, 신현숙, 한국청소년학회, 청소년학연구,16(9),53-79, , 2009
24. 한국과 미국대학생의 주관적 안녕감과 심리적 안녕감의 관계, 차경호, 한국청소년학회, 청소년학연구,11(3),321-337, , 2004
25. 기본심리욕구, 생애목표, 심리적 안녕감 및 우울 간의 구조적 관계, 김성수, 교육심리연구,29(1),1-25, , 2015
26. SDT의 목표내용이론에 기반한 청소년용 생애목표 척도 개발 및 타당화, 윤미선, 김성수, 한국교육학회, 교육학연구,51(4),87-117, , 2013
27. 집단괴롭힘과 사회적 선호도의 관계의 다양성 : 회귀혼합모델의 적용, 이은주, 한국청소년연구,24(2),63-89, , 2013
28. “청소년의 심리적 사회적 안녕감 그 구조 및 주관적 안녕감과의 관계”, 이명자, 류정희, 한국심리학회지:학교,4(1),55-77, , 2007
29. 중·고등학생의 자기효능감과 자기결정성 동기 및 학업성취간의 관계 연구, 김청자, 한국산학기술학회논문지,14(3),1148-1156, , 2013
30. 대학생의 대상관계가 분리개별화,자기효능감,심리적 안녕감에 미치는 영향, 신정인, 김영호, 강영걸, 한국청소년학회, 청소년학연구,17(10),189-212, , 2010
31. 초등학생 자아탄력성과 정서행동문제의 관계 및학업성취수준별 차이. 정서?, 김은주, 이승희, 행동장애연구,29(2),25-44, , 2013
32. 부모와 교사의 자율성지지, 내재적 미래목표와 수업참여간의 구조적 관계분석, 김종렬, 초등교육연구,25(1),147-167, , 2012
34. 초등학생의 학년과 성별에 따른 자기결정성 수준이 학업성취도에 미치는 효과, 임지현, 류지헌, 교육방법연구,19(2),163-181, , 2007
35. 초등학생의 내 외재적 동기 및 창의성과 심리적 안녕감 간의 경로모형 비교 검증, 이미나, 민지연, 한국초등교육학회, 초등교육연구,26(3),69-91, , 2013
37. 우리나라 기혼여성들의 심리적 안녕감의 구조분석 및 주관적 안녕감과의 관계분석, 김명소, 김혜원, 한국심리학회, 한국심리학회지 :여성,5(1),27-41, , 2000
38. 대학생의 생활스트레스, 자아탄력성 및 사회적 지지가 심리적 안녕감에 미치는 영향, 이옥형, 청소년학연구,19(1),29-57, , 2012
40. 청소년의 학업성취와 자아탄력성과의 관계: 자기결정성 동기의 매개효과를 중심으로, 이나영, 조한익, 청소년학연구,17(6),1-20, , 2010
41. 종단프로파일분석과 군집분석을 이용한 잠재집단연구: 성장혼합모형과 비교를 통하여, 신택수, 교육평가연구,23(3),641-664, , 2010
43. 다층 혼합회귀분석의 소개:과학 학습시간 및 학습성과에 따른 하위유형 분석을 중심으로, 박수진, 박현정, 한국교육평가학회, 교육평가연구,23(2),347-370, , 2010
44. 대학생의 미래지향목표,근접하위목표,과제도구성지각및 자기조절전략 간의 구조적 관계, 최영미, 송인섭, 한국교육심리학회, 교육심리연구,27(1),77-98, , 2013
45. 초등학생의 자기결정성 동기, 자기주도적 학습능력, 학업적 자기효능감, 학업성취의 인과관계, 주희진, 학습자중심교과교육연구, 11(2),237-259, , 2011
48. 부모의 자율성 지지가초등학생의 자기조절학습효능감에 미치는 영향:자기결정 동기의 매개효과, 송윤아, 임인혜, 김아영, 차정은, 이다솜, 탁하얀, 한국교육,35(4),3-24, , 2008
49. 한국 대학생들의 자기조절동기, 학업정서 및 인지적 자기조절 학습전략 사용 간의 경로 탐색 연구, 김현진, 교육심리연구,25(3),693-716, , 2011
50. 중학생의 자기결정동기, 학업적 자기효능감, 자기주도적 학습력 및 체육수업몰입 간의 구조적 관계, 김종환, 한국체육학회지,50(5),173-183, , 2011
52. 중학생이 지각한 학교의 심리적 환경과 자기결정성, 학습노력,학업성취, 학교만족도의 인과관계 분석, 김민성, 신택수, 아시아교육연구,11(3),43-70, , 2010
54. 성별과 성역할 고정관념이 자기결정성에 미치는 영향의 종단분석: 초․중학교급에서의 변화를 중심으로, 이현주, 교육심리연구,26(2),391-412, , 2012
55. 초등학생의 심리적 안녕감에 영향을 미치는 사회적 지지, 희망, 우울증 및 학업성취도의 구조적 관계 분석, 조한익, 교육심리연구, 25(1),153-174, , 2011
57. 모의 양육행동이 아동의 양육행동 지각, 학업적 자기 효능감 및 학업성취도에 미치는 효과 분석: 자기조절동기의 매개효 과를 중심으로, 차정은, 김아영, 교육심리연구,24(3),563-582, , 2010
58. 내외적 학습동기, 자기결정성, 목표지향, 자기지각, 지능관 및 자기조절학습전략 요인들의 학습태도, 학습행동 및 학업성취에 대한 효과, 조현철, 교육심리연구,25(1),33-60, , 2011
59. 학습자 동기 특성 변인들이 고등학생들의주관적 안녕감에 미치는 영향-성취목표지향성, 자기효능감, 자기결정성, 학습동기 및 학업성취를 중심으로-, 소연희, 교육심리연구,21(4),1007-1028, , 2007
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