자기결정성이론의 HRD 적용에 대한 논의

정승환 ( Seung Hwan Jung ),장형심 ( Hyung Shim Jang ) 한국인력개발학회 2015 HRD연구 Vol.17 No.3

동기이론 중 하나인 자기결정성이론(self-determination theory)에 따르면, 인간은 심리적인 성장과 통합을 향하여 능동적으로 자아(self)를 발달시키려는 유기체적 존재이다. 본 연구는 자기결정성이론을 바탕으로, HRD 적용에 대한 시사점을 논의하기 위해 작성되었다. 먼저 자기결정성이론의 다섯 가지 미니이론인 인지평가이론(cognitive evaluation theory), 유기통합이론(organismic integration theory), 인과지향이론(causality orientation theory), 기본심리욕구이론(basic psychological needs theory, 목표내용이론의(goal content theory) 기본가정과 핵심적인 내용에 대하여 기술하였다. 이를 통해 자기결정성이론의 여섯 가지 HRD 적용점을 제시하였다. 첫째, 자율적 인간관에 대하여 강조하였다. 구체적으로 자율성과 성과와의 관계, 자율성과 독립성과의 관계를 기술하였다. 둘째, 외재적 보상을 재고할 것을 제안하였다. 구체적으로 외재적 보상의 효과와 보상의 숨겨진 대가에 대하여 설명하였다. 셋째, 자율성을 촉진하는 환경에 대해 논의하였다. 넷째, 유능성 증진을 위한 피드백의 역할에 대해 설명하였다. 구체적으로 유능성에 대한 진보를 자각하는 것과, 유능성과 칭찬의 관계에 대하여 설명하였다. 다섯째, 조직가치의 동일시와 통합에 대하여 논의하였다. 마지막으로 심리적 욕구와 조직 리더의 관계에 대하여 논하였다. In the self-determination theory, the human beings are those who want to develop themselves actively through the psychological growth and integration. The purpose of this study to discuss the implications for HRD based on the self-determination theory. Above all, basic assumptions and critical points of five mini-theories(cognitive evaluation theory, organismic integration theory, causality orientation theory, basic psychological needs theory and goal content theory) of self-determination theory were described. Through those, the six critical points of self-determination theory were proposed to HRD application. First, we emphasized the view of autonomous human nature. Specifically, we described the relationship between the autonomy and performance, and the relationship between autonomy and independence. Second, we proposed to reconsider the extrinsic rewards and explained the hidden cost of reward. Third, we discussed the environment to promote autonomy. Fourth, we described the role of feedback promoting competence. Specifically, we explained the awareness of progressive competence, and the relationship between the competence and praise. Fifth, we discussed the integration and identification of organizational values. Finally, we demonstrated the relationship between psychological needs and organizational leaders.

자기결정성이론의 연구 동향 및 학업성취와의 관계에 대한 메타분석

김성수,윤미선 한국교육학회 2012 敎育學硏究 Vol.50 No.4

First purpose of this study is to present basic materials for varied and balanced research and development in the field of self-determination theory with analysis of research trend by year, by content, and by method of theses related with self-determination theory. Second purpose of this study was to clarify relationships between self-determination and academic achievement in Korea by conducting a meta-analytic review. For the purpose of the analysis of tends of in research on self-determination, 105 volumes with articles on self-determination theory were selected from 44 reliable Korean academic journals. For this meta-analysis, We reviewed 31 correlational studies of self-reported achievement goals, which comprised a total of 25,034 participants. Results on analysis of trends showed that the changes by year were that the number of qualitative researches increased from 1 articles in 2001 to 20 articles in 2011. The greatest amount of research content concerned organismic integration theory. Most research methods were empirical studies. The most used measurement scale was K-SRQ-A(Kim, 2002). Most data analysis were by structure equation/factor analysis. The results showed that intrinsic motivation, identified regulation and introjected regulation positively correlated with academic achievement, whereas external regulation and amotivation negatively correlated with academic achievement goals. Identified regulation, in particular, had a larger effect size than intrinsic motivation. Need for competence, meanwhile, had a larger effect size than need for autonomy and need for relatedness. Significance and implications of this research were discussed. 이 연구에서는 자기결정성과 관련된 기존 논문들에 대해 연도별, 연구내용별, 연구방법별로 경향성을 분석하고 학업성취와의 관계성을 메타분석함으로써 산발적으로 축적된 연구결과들을 체계적으로 압축하여 요약하고자 하였다. 연구목적을 달성하기 위하여 한국연구재단에 등재된 총 44개 학술지를 대상으로 1차 자료를 수집하여 총 105편의 자기결정성 논문을 분석 대상으로 선정하였다. 그 중 학업성취와의 상관관계가 포함된 31개의 연구를 메타분석에 사용하였으며 최종 분석에 사용된 연구 표본은 총 25,034명이었다. 동향 분석 결과, 2001년에 불과 1편이던 자기결정성 관련 연구가 2011년에는 약 20편까지 증가하였고, 연구내용에서는 유기적 통합 이론과 관련된 연구가 가장 많이 발표되었으며, 연구방법과 자료분석 방법으로는 양적 연구 방법과 특히 구조방정식(요인분석 포함)이 주를 이루었고, 가장 많이 사용된 척도는 K-SRQ-A(Kim, 2002)인 것으로 나타났다. 메타분석 결과, 기본 심리 욕구 중 유능성이 관계성과 자율성의 효과크기보다 상대적으로 컸으며 내적 조절 동기와 확인된 조절 동기는 학업성취와 정적 관계를 보인 반면 외적 조절 동기와 무동기는 학업성취와 부적 관계를 보였다. 특히, 확인된 조절 동기의 효과크기가 내적 조절 동기의 효과크기보다 큰 것은 국내 기존 연구들과 일치하지만 외국 연구들과는 상반된 결과이기에 주목할 만한 시사점으로 논의하였다.

L2 Motivation and Self-Determination in Korean EFL University Contexts

Dongho Kang 한국외국어교육학회 2016 Foreign languages education Vol.23 No.1

The purpose of this study was to study how L2 motivations in both Dörnyei’s (2005, 2009) L2 Motivational Self System and Gardner’s (1985) socio-educational model were related to intrinsic and extrinsic subscales in the self-determination theory (Deci & Ryan, 1985) in Korean college contexts. This study investigated the relationships among the motivational variables by the use of the correlation method and the effects of L2 motivations on motivated behavior through multiple regression analysis. The findings showed Gardner’s (1985) integrativeness and ideal L2 self were strongly correlated with the more self-determined types of motivations, while L2 learning experience and ought-to L2 self were associated with the less self-determined ones in the self-determination theory. In addition, Dörnyei’s (2005, 2009) L2 Motivational Self System and the extrinsic motivation subscales, identified regulation and external regulation, explained Korean college students’ motivated behavior better than Gardner’s (1985) integrativeness. The theoretic discussions are made at the conclusion.

대학생의 자기결정성, 목표유형이 대학생활 적응에 미치는 영향: 목표중심자기조절을 매개효과 중심으로

전윤미 한국정서행동장애학회 2019 정서ㆍ행동장애연구 Vol.35 No.4

The purpose of study was explore how the mediating effects of Goal-Focused self-regulation upon the relationship between Self-determination, Goal Types and college student adjustment. The Self-determination scale, Goal Types scale, college student adjustment scale, Goal-Focused self-regulation scale, completed by 299. In correlation analysis, self-determination, Goal Types was negatively associated with college student adjustment (academic adjustment). In structural equation modeling verification, the study model performs in terms of fit. Unexpectedly, when Goal-Focused self-regulation is entered as mediating variables, Goal Types positively predicted impaired college student adjustment. However, the former negatively predicted the latter through impulsivity and Self-determination. Consequently, the results support that Self-determination, Goal Types as well as Goal-Focused self-regulation are necessary to predict impaired college student adjustment. Hence, intervention to promote Goal-Focused self-regulation and increase Self-determination, Goal Types should be implemented to college student adjustment. 본 연구의 목적은 안정적인 대학생활 적응을 위해 목표유형과, 자기결정성 간의 관계에 목표중심자기조절의 매개효과를 알아본다. 이를 위해 대학생 299명(남자 69명, 여자 260명) 대상으로 목표유형 척도, 자기결정성 척도, 대학생활 적응도, 목표중심자기조절 척도를 실시하였다. 연구방법은 검사의 신뢰도와 상관관계를 위해 상관분석을 실시하고 매개효과를 알아보기 위해 구조방정식 모형을 진행하였다. 우선 확인적 요인분석을 진행하고 구조방정식 모형에 적용한 뒤 마지막으로 직·간접효과를 알아보기 위해 부트스트래핑을 진행하였다. 연구결과 첫째, 변인 간의 정적상관관계가 나타났다. 그러나 대학생활 적응 중 학업적 적응만이 부적 상관관계를 나타냈다. 둘째, 연구모형의 모델 적합도는 우수하게 나타났다. 셋째, 목표중심자기조절이 매개변인으로 투입되자 목표유형과 자기결정성은 대학생활 적응에 정적 및 부적 예측을 나타내어 부분 및 완전 매개효과를 알 수 있다. 결론적으로 대학생활 적응에 있어 자기결정성, 목표유형, 목표중심자기조절의 중요성을 알 수 있다. 즉 대학생활 적응을 위해 목표달성을 위한 정서조절과 긍정적 사고가 포함된 목표중심자기조절을 향상시킴으로써 안정적인 대학생활 적응을 시사한다. 마지막으로 이러한 연구를 토대로 본 연구의 제한점에 대해 논의하였다.

중국 음악전공 대학생의 자기결정론에 기반한 교사지원이자기효능감에 미치는 영향

장혜분,고흥,조숙영 인문사회 21 2022 인문사회 21 Vol.13 No.3

The Effect of Teacher Support Based on Self-determination Theory on The Self-efficacy of University StudentsChinese Majoring in MusicHuifen Zhang, Heung Kou, & Sukyoung Cho Abstract: The purpose of this study is to analyze the effect of teacher support based on self-determination theory on self-efficacy of Chinese university students majoring in music, and to provide basic information necessary to construct a true teacher support plan for enhancing self-efficacy of music students. The subjects of this study were 292 Chinese music major university students, and questionnaires were collected through URL and analyzed through SPSS 25.0. As a result of the study, first, teacher support and self-efficacy were found to be above 3 points on average. Second, there was a significant positive correlation between teacher support and self-efficacy. Third, all sub-factors of teacher support were found to have a significant effect on self-efficacy. Key Words: Teacher Support, Self-determination Theory, Self-efficacy, Chinese University Students, Majoring in Music 중국 음악전공 대학생의 자기결정론에 기반한 교사지원이자기효능감에 미치는 영향장 혜 분*ㆍ고 흥**ㆍ조 숙 영*** 요약: 본 연구는 음악을 전공하는 중국 대학생들의 자기결정론에 기반한 교사지원이 자기효능감에 미치는 영향을 분석하여 음악대학생의 자기효능감 제고를 위한 진정한 교사지원 방안을 구축하는데 필요한 기초정보를 제공하고자 하는데 목적이 있다. 연구의 대상은 중국 음악전공 대학생 292명이며 URL을 통해 설문지를 수집하여 SPSS 25.0를 통해 분석하였다. 연구 결과 첫째, 교사지원과 자기효능감은 평균3점 이상으로 나타났다. 둘째, 교사지원과 자기효능감은 유의한 양의 상관관계를 보였다. 셋째, 교사지원의 모든 하위요인들은 자기효능감에 유의한 영향을 미치는 것으로 파악되었다. 핵심어: 교사 지원, 자기결정론, 자기효능감, 중국 대학생, 음악전공 □ Received: June 16, 2022, Revised: June 26, 2022, Accepted: June 28, 2022* First Author, Completion of Doctoral Course, Sehan Univ. (주저자, 세한대학교 교육학과 박사수료, Email: 380080168@qq.com)** Co-author, Professor, Sehan Univ. (공동저자, 세한대학교 대학원 교육학과 교수, Email: kou57te@naver.com)*** Corresponding Author, Professor, Sehan Univ. (교신저자, 세한대학교 유아교육과 교수, Email: sukyoung9011@sehan.ac.kr)

정신장애인 당사자 및 정신건강 전문가가 인식하는 자기결정과 동기에 관한 연구-자기결정성 이론(Self-determination Theory)을 중심으로

박병선,배성우 한국정신건강사회복지학회 2019 정신보건과 사회사업 Vol.47 No.1

본 연구는 Ryan and Deci(1985)의 자기결정성 이론에서 제시하는 자기결정과 동기 및 주요 심리적 욕구인 자율성, 유능성, 관계성에 대한 정신장애인 당사자와 정신건강 전문가의 인식을 탐색해보고자 하였다. 이를 위하여 정신장애인 5명 및 정신건강 전문가 13명을 대상으로 포커스그룹 인터뷰 방법을 활용하여 자료를 수집하고 분석을 실시하였다. 주요 결과는 다음과 같다. 첫째, 정신장애인의 자기결정적 행동이 부족한 경우가 많았지만, 독립생활 등과 같은 외적 동기로 인한 자기결정적 행동이 증가하는 것으로 나타났다. 둘째, 자기결정에 영향을 주는 심리욕구 중 관계성이 높았으며, 관계성을 중심으로 자율성과 유능성을 충족시켜 줄 수 있는 환경의 조성이 중요한 것으로 나타났다. 셋째, 가족 및 사회적 관계의 회복을 통한 지지적이고 성공적인 자기결정 경험의 확대가 필요한 것으로 나타났다. 넷째, 적절한 약물관리와 변화를 위한 자극의 제공을 통한 정신장애인 스스로가 삶의 결정권자가 될 수 있도록 하는 노력이 필요한 것으로 나타났다. 마지막으로 본 연구의 함의와 제한점을 제시하였다. This study was to explore the perception of people with mental disability and mental health professionals toward self-determination, motivation, autonomy, competence, and relatedness that were presented in Ryan and Deci’s self-determination theory(1985) as important psychological needs. For this, 5 people with mental disability and 13 mental health professionals were interviewed to collect and analyze data using focus group interview(FGI) methods. The main results were as follows: First, people with mental disability often lack in self-deterministic behavior. but their self-deterministic behavior tend to increase when external motivations such as parents’ death, separation from family etc. forced them to live an independent life. Second, among psychological needs that affect self-determination, the ‘relatedness’ was an important factor to increase self-determination. Therefore it is important to create an environment that can provide autonomy and competence based on relatedness. Third, it is necessary to expand supportive and successful self-determination experience through recovery of family and social relationships. Fourth, efforts are needed to ensure that people with mental disability themselves become life's decision maker through proper drug management and provision of incentives for change. Lastly, several implications and limitations of the study were discussed.

여대생의 절주 행위 예측 모형 검정 : 자기결정성 이론에 근거

강미경(Kang, MiKyung) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.17

본 연구는 자기 결정성 이론을 바탕으로 여대생 절주 행위의 모형을 구축하기 위해 시도되었다. 자료 수집은 2016년 2월 29일부터 3월 24일까지이며, 최종적으로 221부를 분석에 사용하였다. 자료분석은 SPSS 22.0 프로그램과 AMOS 22.0 프로그램을 이용하였고, 자율성 지지는 4.06점(±0.74), 기본심리욕구 중 자율성은 3.90점(±0.66), 유능감 3.50점(±0.81), 관계성 4.10점(±0.66)으로 관계성이 가장 높은 점수를 나타났다. 자기결정성 동기에서는 자율적 동기는 3.70점(±0.76), 통제적 동기는 2.42점 (±0.94), 무동기 2.56점(±0.98)으로 자율적 동기가 가장 높게 나타났고 통제적 동기와 무동기는 중간 점수 수준으로 나타났다. 절주 행위와 관련된 하위 영역에서 음주량 및 빈도에 대한 절제 3.13점(±0.86), 음주 행위에 대한 의존 절제 4.49점(±0.57), 해로운 음주 행위에 대한 절제 4.50점(±0.59)으로 가장 높게 나타났다. 모형적합도를 향상시키기 위하여 통제적 동기 변인을 삭제하였고 수정모형의 적합도가 이상적 모형에 부합하였다. 모형에서 자율성 지지는 기본심리욕구의 변인을 15% 설명하였고, 자율성 지지는 자기결정성 동기의 변인을 13%, 자기결정성 동기는 절주 행위의 변인을 9%를 설명하였다. 자율성 지지는 자기결정성 동기에 직접효과로 절주 행위 영향을 주었고, 절주 행위에는 간접 효과를 나타냈다. 자기 결정성 이론에서 자율성 지지와 자기 결정성 동기는 여대생의 절주 행위를 설명하는 중요한 요소임을 확인할 수 있었다. 따라서 여대생의 음주 예방 및 절주 행위 유지를 위하여 자율성 지지를 강화하는 간호 중재 프로그램의 개발 및 적용 후 검증 연구가 시행 될 것을 제언한다. This study was to examine the predicting model of Self-regulatory drinking based on self-determination. Total of 221 female college students were recruited for the study from February 29 to March 24, 2016. The data were analyzed using SPSS 22.0 and AMOS 22.0. The mean score of Autonomy support was 4.06(±0.74), relatedness(4.10±0.66)), Autonomic motivation(3.70±0.76), Harmful alcohol use(3.13±0.86) was most higher among Basic psychological needs, Self-deterministic motivation, Self-regulatory drinking, respectively. Autonomy support explained 15% of variance in basic psychological needs. Autonomy support explained 13% of the variance in Self-deterministic motivation. The Self-deterministic motivation explained 9% of the variance in self-regulatory drinking. Autonomy support showed significant direct effects and indirect effects through Self-deterministic motivation on self-regulatory drinking. The Self-Determination Theory with Autonomy support, and Self-deterministicmotivation significantly explained self-regulatory drinking among female college students. Nursing strategies should be focused on Autonomy support and Self-deterministic motivation to help female college students to perform self-regulatory drinking. Further studies are warranted to develop and evaluate self-regulatory drinking program based on self determination theory to apply to female college students with drinking problem.

한국 중학생의 영어학습동기와 듣기전략 사용이 영어듣기 능숙도에 미치는 영향 : 자기결정성 이론에 기초하여

우현진 이화여자대학교 교육대학원 2007 이화교육논총 Vol.17 No.-

The seventh national curriculum of South Korea places great emphasis on promoting learner autonomy and self-directed learning. To do so, it is necessary to have a comprehensive understanding of learners' motivation and strategy use. Recognizing the importance of the student role in foreign language learning, much effort has been expended in the past on the empirical examination of the effects of English learning motivation and strategy use on English achievement. However, previous studies have not provided a systematic and comprehensive understanding of the causal relationships of those variables within a single framework. Moreover, there has been a lack of attention to the individual language skills in most studies of English learners' motivation and strategy use even though they are known to be skill and task-specific, In addition, less attention has been paid to self-determination theory, which constitutes a useful framework for studying motivation in EFL context, due to the dominance of Gardner's (1985) socio-educational model in the field of language learning motivation over the past thirty years. Therefore, the present study examines the applicability of the self-determination framework to Korean adolescent EFL learners, and investigates the effects of the different types of motivations based on the self-determination theory and the cognitive/metacognitive listening strategy use on Korean middle school students English listening proficiency through analyses of the structural equation model concerning the causal relationships of the latent variables, In order to check their reliability and validity/ a preliminary motivation questionnaire and a preliminary listening strategy use questionnaire were administered to 410 and 107 middle school students in Seoul, respectively. A total number of 202 middle school second graders in Seoul participated in the main study. The self-report questionnaires from the preliminary study were used to assess five different types of students' motivations (amotivation, extrinsic regulation, introjected regulation, identified regulation, and intrinsic regulation) and the use of two different types of listening strategies (cognitive and metacognitive). The main results are as follows. First, factor analyses revealed the underlying five-factor structure of the self-determination theory, extracting five factors that represent the hypothesized motivational constructs. The canonical correlation matrix, overall, confirmed the existence of five subtypes of motivation on a self-determination continuum, showing a simplex pattern; that is, there are strong positive correlations between adjacent concepts and less positive or perhaps even negative correlations between concepts further apart. These results suggest that the Korean adolescents' English learning motivation can be validly assessed using the intrinsic and extrinsic subtypes of self-determination theory. This will provide a useful theoretical framework for future studies of English learning motivation in Korea. Secondly, the descriptive analysis revealed that identified regulation was the strongest among the five subtypes of motivation followed by intrinsic, introjected, and extrinsic regulation, and amotivation was the weakest, which suggests that Korean middle school English learners have internalized the extrinsically oriented behaviors and values to a significant extent. Another finding was that the Korean students used more cognitive strategies than metacognitive strategies, and it reflects the fact that Korean students often resort to various inferencing and elaboration strategies to cope with the difficulties in listening comprehension. Thirdly, the causal analysis of the structural equation model on the relationships among English learning motivation, listening strategy use, and listening proficiency revealed several findings as follows. First, the cognitive strategy use was found to be the only variable with a direct positive effect on English listening proficiency and had the most positive total effect of .363 among all independent latent variables included in the model. Secondly, the model indicated that amotivation, as expected, had a significant direct negative effect on the proficiency and metacognitive strategy use. Thirdly, metacognitive strategy use and intrinsic regulation were found to have significant indirect positive effects on the proficiency, mediated by cognitive strategy use. Lastly, the model also indicated that the more internalized types of motivation tend to have more positive effects on the listening proficiency. It suggests the importance of the internalization process of extrinsically oriented values in language learning. The results of this study are expected to be utilized as a basic framework for developing a more learner centered and self-directed English listening program by providing a comprehensive understanding of the causal relationships among Korean adolescents' English learning motivations, listening strategy use, and English proficiency.

자기효능감과 자기계발동기 및 혁신행동과의관계

고영심(Young-Sim Ko),김희철(Hee-Cheol Kim) 한국무역연구원 2014 무역연구 Vol.10 No.1

The current study was designed to exannne in comprehensively both contexts. First, we examined the relationships of self-efficacy to 4 types of self-development motivation and 4 types self-development motivation to innovative behavior. Second, mediating effects of self-development motivation were examined in the relationship between self-efficacy and innovative behavior. The data which was applied to analysis collected from 242 employee s who have worked for state-owned companies and private companies in Jeju island which were well-equipped the competence development. The results were 1) self-efficacy was related with introjected regulation, identified regulation, and intrinsic regulation positively, but not with external regulation, 2) both introjected regulation and intrinsic regulation were associated with innovative behavior positively but not with external regulation and identified regulation, 3) partial mediating effect by introjected regulation and intrinsic regulation were proved in the relationship between self-efficacy and innovative behavior. Implications are as follow. First, self-determination theory which was mainly studied in psychology and pedagogy was introduced in organizational psychology by the present study. It contributes to facilitate the research of self-determination theory in organizations. Second, the results of which self-efficacy affects self-development motivation require a variety of program, which improve self-efficacy of employees, from companies in order to enhance intrinsic regulation for self-development. Third, we offer the necessity of human resource management system and learning programs so as to improve intrinsic self-development motivation and to increase innovative behavior.

동기 이론의 기독교적 함의: 자기결정성 이론과 자유의지를 중심으로

정은숙 한국기독교상담심리학회 2014 한국기독교상담학회지 Vol.25 No.1

이 논문은 동기 이론에서 적용과 영역을 넓혀가고 있는 대표적인 이론 중 하나인 Deci와 Ryan의 자기결정성 이론의 두 가지 하위 체계인 인지적 평가 이론과 유기적 통합 이론을 설명하고 있다. 또 자유의지 이론으로 어거스틴과 펠라기우스, 반 펠라기우스주의자들의 이론을 함께 소개하였다. 자기결정성의 기본 심리욕구인 관계성, 유능성, 자율성과 기독교의 자유의지 이론과의 유사점, 차이점을 설명하고 기독교 교육과 기독교 상담에서의 적용에 대하여 고찰하였다. 특히 기독교 교육 현장에서 나타나는 문제점을 자기결정성과 자유의지에 대하여 기독교적 함의를 통해 대안을 제시하고 기독교 현장에서의 적용 연구에 관해 논의하였다. This paper explains the cognitive evaluation theory and organismic integration theory which are two subsystems of self–determination theory by Deci and Ryan, which is one of the typical theories that is widening the application and scope in motive theory area. In addition, the theories of Augustin, Pelagius and semi–Pelagianists as free will theories. It explains the relationship, competence and autonomy as basic desires of self determination and similarities & differences with Christian free will theory, and then it considers about the application in Christian education and pastoral counseling. Especially, it discussed suggesting alternatives and applying in Christian area through Christian implication for self determination and free will, regarding the problems in Christian education area.