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대학생이 지각한 부모양육태도가 자기조절학습에 미치는 영향: 자기결정성의 매개효과
박은서(Park, EunSeo),김동원(Kim, DongWon) 한국동서정신과학회 2021 동서정신과학 Vol.24 No.1
본 연구의 목적은 대학생이 지각한 부모양육태도가 자기조절학습에 미치는 영향에서 자기결정성의 매개효과를 검증하는 것이다. 4년제 대학교에 재학 중인 대학생 371명에게 부모-자녀 유대질문지, 자기조절학습 척도 및 자기결정성 척도를 설문하여 얻은 자료에 대해 SPSS 18.0과 AMOS 18.0을 사용하여 상관분석과 구조방정식 모형을 분석하였다. 주요한 연구결과는 첫째, 대학생이 지각한 부모양육태도는 자기조절학습에 직접적인 영향을 미치지 않았다. 둘째, 대학생이 지각한 부모양육태도는 자기결정성에 직접적인 영향을 미쳤다. 셋째, 자기결정성은 대학생이 지각한 부모양육태도와 자기조절학습의 관계에서 완전매개 효과가 있었다. 자기결정성이 부모양육태도와 자기조절학습의 관계에서 완전매개효과를 보인 본 연구결과는 대학생들의 자기조절학습능력을 향상시키기 위해 자기결정성을 높이는 것이 효과적임을 시사한다. 주요 결과를 바탕으로 연구의 함의와 본 연구의 제한점과 후속연구에 대한 제언을 제시하였다. The purpose of this study is to verify the mediating effect of self-determination on the effect of Parenting Attitude Perceived by College Students on self-regulated learning. This study conducted correlation analysis and analyzed the structural equation model using SPSS 18.0 and AMOS 18.0 for data obtained by surveying 371 university students who were in four-year-course universities with Parental Bonding Instrument, Self-Regulated Learning Scale, Self-Determination Scale. The major findings are as follows. First, the Parenting Attitude Perceived by College Students had no direct effect on self-regulated learning. Second, Parenting Attitude Perceived by College Students had a direct effect on self-determination. Third, self-determination had a complete mediation effect on the relationship between the Parenting Attitude Perceived by College Students and self-regulated learning. The results of this study that showed self-determination’s complete mediation in the relationship between Parenting Attitude and self-regulated learning suggest that facilitating self-determination is effective to improve the self-regulated learning ability of college students who experienced no care from parents or overcaring attitude of parents. Based on the major results, the implications and limitations of this study and suggestions for further research were presented.
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한국 EFL 대학생의 사회 불안과 외국어 불안과의 관계에 대한 고찰
이영림(Young-Lim Lee),김지효(Jihyo Kim),박성만(Seong-Man Park),장종화(Jong-Hwa Jang),주미란(Meeran Joo),박은서(Eunseo Park),박종태(Jong-Tae Park) 한국비교정부학회 2021 한국비교정부학보 Vol.25 No.1
(Purpose) One of the goals of learning English as a foreign language (EFL) is to communicate properly but EFL anxiety has been found to be one of obstacles to EFL learning. Since listening and speaking language are interactive processes, listening anxiety is possibly related to speaking anxiety, resulting in poor performance when learning English. Moreover, as language is used as a communicative tool, anxiety in social interaction might have an effect on EFL anxiety. The purpose of this study, thus, was to examine whether and how social anxiety and interpersonal orientation were associated with English listening and speaking anxiety. (Design/methodology/approach) 94 freshmen who enrolled in college English classes participated in the survey of this study. We used a Foreign Language Listening Anxiety Scale to measure English listening anxiety and Public Speaking Class Anxiety Scale to measure English speaking anxiety. In addition, Social Avoidance Distress Scale was used to measure social anxiety and Fundamental Interpersonal Relation Orientation-Behavior short version was used to measure interpersonal orientation of EFL learners. (Findings) This study has shown that social anxiety was strongly associated with English speaking anxiety and the relationship between social anxiety and English speaking anxiety was mediated by English listening anxiety. Moreover, interpersonal orientation moderated the relationship between social anxiety and English speaking anxiety. It was shown that the learners with a high interpersonal orientation showed high English speaking anxiety even though their social anxiety was low. (Research implications or Originality) The findings of this study imply that it is important to reduce social anxiety when learning English because social anxiety is strongly related to English listening and speaking anxiety. Furthermore, since individual characteristics such as interpersonal orientation also has an effect on anxiety when learning English, characteristics of learners should be considered. Since Virtual Reality(VR) systems could be useful in considering learner’s attributes as well as reduce anxiety, we suggest that it is necessary to develop a VR environment for learning a foreign language(FL).
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