아동이 지각한 학업 스트레스 정도와 내외 통제소재가 학습동기에 미치는 영향 = THE EFFECTS OF CHILDREN'S PERCEIVED ACADEMIC STRESS AND LOCUS OF CONTROL ON THE LEARNING MOTIVATION

다국어 초록 (Multilingual Abstract)

The purpose of this study was to determine the effects of children's perceived academic stress and locus of control on the learning motivation.
The subjects for this study were 414 children's in 6th grade selected from two elementary schools in Daegu, Kyoungbuk.
The designation method of used by Park, yong-sik(1996), Min, ha-young(1999) and Choi, yoon-sun(2001), which is modified to be suitable for this study are used as a measuring instrument.
The data were analyzed by MANOVA(Multivariate Analysis of Variance).
Major findings were as follows :
1. According to the children's perceived academic stress, there was no significant difference on the learning motivation. In case of friend related children's perceived academic stress, there was no significant difference on the learning motivation. But in case of parent related children's perceived academic stress, the children perceived lower academic stress earned statistically higher scores than the children perceived higher academic stress on the learning will and learning goal. In case of teacher related children's perceived academic stress, the children perceived lower academic stress earned statistically higher scores than the children perceived higher academic stress on the learning will, learning attitude and learning goal.
2. According to the children's locus of control, there was significant difference on the learning motivation. The children perceived internal locus of control earned statistically higher scores than the children perceived external locus of control on the learning will, learning attitude, and learning goal.
3. According to the children's perceived academic stress, there was no significant difference on the learning motivation by the locus of control.

목차 (Table of Contents)

• 목차
• Abstract
• I. 서론 = 1
• 1. 연구 문제의 진술 = 1
• 2. 연구의 중요성 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 가정 = 5
• 5. 연구의 제한점 = 6
• II. 이론적 배경 및 선행 연구의 고찰 = 7
• 1. 스트레스 = 7
• 2. 내외 통제소재 = 12
• 3. 학습동기 = 15
• 4. 연구가설 = 19
• III. 연구방법 = 20
• 1. 연구대상 = 20
• 2. 측정도구 = 20
• 3. 자료수집 절차 = 24
• 4. 자료분석 = 24
• IV. 연구결과 = 25
• V. 논의 = 39
• VI. 결론 및 제언 = 41
• 참고문헌 = 42
• 부록 = 47