초등학교 아동의 학원수강과 학습동기 및 학업성취도 간의 관계 = The relationship between after-school private institute coaching, academic motivation, and achievement of elementary school children

국문 초록 (Abstract)

본 연구의 목적은 초등학교 학생들의 학원수강 및 학습동기 및 학업성취도간의 관계를 알아 보는 것이었다. 구체적으로 말해서 학원수강계열, 학원수강기간, 학원수강시간과 내적만족, 과제도전정도, 자기조절효능감, 그리고 학업청취도간의 관계를 알아보려는 것이었다. 연구대상은 서울시내의 한 초등학교 5학년 학생 267명이었으며 각 변수들을 측정하기 위한 문항들로 구성된 질문지를 실시하고 학업성취도검사 점수를 수집하여 분석하였다. 그 결과 학원 수강변수, 학습동기변수, 그리고 학업성취도간에 정적인 상관이 나타났고, 학원수강기간이 길수록 자기조절 효능감이 높고 과제도전수준이 높은 경향을 보였다. 또한 학원수강변수들보다는 학습동기변수가 학업성취를 더 잘 예측하는 것으로 나타나 학원수강은 일반적으로 생각되고 있는 것만큼 학업성취에 직접적인 영향을 미치고 있지 못함을 알 수 있었다.

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to examine the relationship between supplimentary after-school private institute coaching, academic motivation, and achievement of elementary school children specifically, to examine the differential influence of the types of subject areas, duration of attendance, and hours per week on childrens' intrinsic satisfaction, task challenge level, self-regulatory efficacy, and academic achievement.
Responses on a questionnaire for information about after-school private institute coaching experience and academic motivation from 267 5th graders in a public elementary school in Seoul were analyzed. Results from the 1997 national achievement test were used as childrens' academic achievement scores.
The results of the present study showed that the duration of coaching institute attendance was positively correlated with self-regulatory efficacy(r=.22), and with academic achievement (r=.21), Also, the weekly attendance hour was positively correlated with academic achievement (r =.23). There were significant positive correlation between all the motivation variables and academic achievement(r=.20 ~.40).
There were no differential effect of the subject areas and weekly attendance hour on children's academic motivation. However, the different durations of coaching institute attendance showed differential effects on children's self-regulatory efficacy and task challenge level, i.e., the longest attending group showed the highest on the self-regulatory efficacy and the task challenge level.
Multiple regression analysis with all variables entered in the model showed that the duration of attendance, task challege level, and self-regulatory efficacy were potent predictors of academic achievement.
These results suggest that the institute coaching is not as effective as is commonly expected. Rather, the fact that motivation variables are most importantly related with high academic achievement is confirmed again.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 이론적 배경
• 1. 학원수강
• 가. 학원수강 현황 및 실태
• 나. 학원수강의 동기와 목적
• 2. 학습동기
• 가. 내적만족(Intrinsic Satisfaction)
• 나. 과제도전수준(Task Challenge Level)
• 다. 자기조절효능감(Self-regulatory Efficacy)
• 3. 학업성취
• 가. 학원수강과 학업성취와의 관계
• 나. 학습동기와 학업성취와의 관계
• Ⅲ. 연구방법
• 1. 연구대상 및 시행절차
• 2. 측정도구
• 가. 학원수강
• 나. 학습동기
• 다. 학업성취도
• Ⅳ. 연구결과 및 해석
• 1. 학원수강, 학습동기, 학업성취간의 상관분석
• 2. 학원수강 계열, 학윈수강 개관, 학윈수강 시간에 따른 학습동기의 차이
• 3. 학원수강과 학습동기가 학업성취에 미치는 영향
• V. 결론 및 제언