Personal Epistemologies and Motivation in Schools: The Relationship Between Students' Epistemological Beliefs and Intrinsic Motivation in Learning = 학교의 개인적 인식론과 동기: 학생 인식론과 내적 동기의 관계

국문 초록 (Abstract)

이 글은 학생의 지식과 학습 혹은 인식론적인 믿음이 학생의 고유의 내적 동기를 알려줄 수 있는지에 관한 연구이다. 먼저 필리핀 학생들의 인식론적 믿음 구조를 검토하였고 그 다음에 이 믿음의 차원과 내적 동기와의 관련성을 찾아보았다. 실험에 참가한 200명의 고등학생들은 Schommer의 인식론적 설문(Chan과 Elliot, 2002)에 답하였다. 질문 분석의 결과는 4가지 차원, 고정된 능력, 학습 노력/과정, 권위/전문가 지식, 회의주의를 나타낸다. 다중 회귀 분석은 학습노력/과정과 회의론과 관련된 믿음들이 내적 고유 동기를 알려주고 있음을 밝히고 있다. 인식론적 믿음은 내적 동기의 말초적인 것으로 해석될 수 있는데 이것은 내적 동기의 중심으로 여겨지는 것으로 알려진 인식과 이해와 관련되어 있기 때문이다.

다국어 초록 (Multilingual Abstract)

In this study we investigated whether students' beliefs about knowledge and learning, or epistemological beliefs, can predict students' intrinsic motivation. We first examined the structure of Filipino students' epistemological beliefs, and then explored the relationship of these belief dimensions to intrinsic motivation. Participants were 200 high school students who completed Chan and Elliot's (2002) version of the Schommer's Epistemological Questionnaire. The result of an exploratory factor analysis revealed four dimensions: (a) fixed ability, (b) learning effort/process, (c) authority/expert knowledge, and (d) skepticism. The multiple regression analyses revealed that beliefs related to learning effort/process and skepticism predicted intrinsic motivation. The results are interpreted as suggesting that epistemological beliefs may be distal antecedents of intrinsic motivation, as they may be associated with cognitions and appraisals that are known to be proximal antecedents of intrinsic motivation.

목차 (Table of Contents)

• ABSTRACT
• Epistemological Beliefs and Intrinsic Motivation
• The Current Study
• Method
• Discussion
• Conclusion
• REFERENCES
• 국문초록

참고문헌 (Reference)

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