중학생의 읽기동기 요인과 인지전략 및 읽기성적과의 구조적 관계 = A Structural Relationship among Middle School Students’ Reading Motivation, Cognitive Strategy Use, and Reading Grade

다국어 초록 (Multilingual Abstract)

This study examines the structural relationship among reading motivation, reading strategies for learning and reading grade. The construct of reading motivation based on various motivation theories consists of reading efficacy, challenge, interest (curiosity), importance, grade-recognition, competition, work-avoidance, and social reasons for reading. 415 middle school students were selected and their responses of revised items from Motivation for Reading Questionnaire (MRQ) were used for analyses. Results of structural equation modeling showed that students with higher reading efficacy were more likely to have higher intrinsic reading motivation (e.g. interest, challenge, and importance) and higher extrinsic reading motivation (e.g. grade-recognition, competition, and social). They also demonstrated higher use of reading cognitive strategies especially on memorization, control, and elaboration. Students who utilized cognitive strategies more frequently demonstrated higher reading grade than student who did not. Extrinsic reading motivation showed a significant and positive correlation with the use of strategies, which in turn, directed successful reading performance. It is noted that intrinsic and extrinsic motivation are positively correlated with the use of reading strategies and reading grade, while reading avoidance is negatively correlated with the strategies and achievement. Theoretical and practical implications were discussed.

국문 초록 (Abstract)

이 연구에서는 읽기동기 구인과 관련된 하위요인들을 살펴보고, 인지전략과 읽기성적 및 관련 변인들과의 구조적 관계를 알아보고자 하였다. 읽기동기는 자아효능감이론, 성취가치이론, 사회적 목표와 흥미 이론 등 다양한 동기이론에 기초하고 있으며, 확인적 요인분석 결과 기존 연구에서와 마찬가지로 읽기효능감, 도전, 흥미, 중요성, 성적-인정, 경쟁, 사회적 읽기와 회피의 8요인으로 구분되었다. 이론에 근거하여 읽기효능감과 내재적 동기(도전, 중요성, 흥미)와 외재적 동기(성적-인정, 경쟁, 사회적 읽기) 및 인지전략(암기, 통제, 정교화)이 읽기성적과 어떤 관련성을 보이는가를 구조방정식 모형으로 살펴보았다. 연구결과 읽기효능감이 높은 학생들이 높은 내-외재 동기를 가졌음을 알 수 있었고, 이들은 높은 수준의 읽기전략을 사용하고 있었다. 내재동기보다는 외재동기가 읽기전략과 정적 상관을 보이고 있음이 밝혀져, 성적과 직접적인 관련이 있는 읽기전략의 사용에는 경쟁과 같은 외재적 목표의 동기가 유용하게 작용하고 있음을 알 수 있었다. 또한 읽기전략은 읽기성적을 정적으로 예측하였고, 이는 전략의 적극적 활용이 읽기성취와 높은 관련성이 있음을 나타낸다. 기타 가정에서의 도서보유는 읽기성적을 정적으로 예측하였으나, 읽기시간은 읽기성적에 유의한 예측력을 보이지 않았다.

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