플로우 관련 변인 간의 구조적 관계분석 통한 학습플로우경험의 증진방안 모색

국문 초록 (Abstract)

본 연구의 목적은 학습플로우경험에 영향을 미치는 변인들(복합적 가정환경, 자기목적적 성격, 통합적 흥미, 학습플로우조건, 학습플로우경험) 간의 구조적 관계분석을 통해 아동의 학습플로우경험을 증진시키는 방안을 탐색하는 것이다. 초등학교 5 · 6학년 498명을 대상으로 자료를 수집한 후 설정된 연구모델을 구조방정식모델을 통해 검증한 결과는 다음과 같다. 첫째, 자기목적적 성격은 학습프로우경험에 가장 큰 영향력을 지닌 변인으로 나타났다. 하지만 직접적으로 학습플로우경험에 영향을 미치는 것이 아니라, 플로우 조건과 통합된 흥미를 매개로 했을 때 그 효과가 유의하게 나타났다. 둘째, 복합적 가정환경은 직접적인 영향력을 갖는 것이 아니라 자기목적적 성격 형성에 영향을 주어 학습플로우경험에 간접적인 영향을 미치는 것으로 나타났다. 셋째, 플로우 조건과 통합적 흥미 모두 학습플로우경험에 직접적인 영향을 미치는 것으로 나타나, 학습플로우경험의 중요한 선행조건이 되는 것을 알 수 있었다. 이와 같은 경험적 연구결과들을 바탕으로 학습플로우경험의 증진방안을 살펴보았으며, 제시된 방안들은 몰입교육 프로그램을 개발하는데 이론적 기초로 적용될 수 있을 것이며, 또한 학습상황을 넘어서 삶의 다양한 영역에 보편적으로 활용될 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the structural relationship among the main variables related to flow experience in learning (complex family, autotelic personality, undivided interest, flow conditions, flow experiences) and come up with how to enhance flow experience in learning on the basis of the results of the study. Structural Equation Modeling was employed to test our hypothetical structural model. The results of the test are as follows. First, autotelic personality turned out be the most influential factor in promoting flow experience. Second, it was found that complex family is an important factor that influences students` flow experience, but that doesn`t affect directly. It rater influences the formation of autotelic personality and affects flow experience in learning indirectly. Third, both flow conditions and undivided interest are important preceding conditions for flow experience in learning. The verified model of this study shows how the complex family, autotelic personality, undivided interest and flow conditions affect flow experience in learning, and it is an important empirical data for understanding the process of flow experience comprehensively. The promoting methods for children`s flow experience in learning based on the results of SEM are described. The promoting ways can be applied to the development of educational program, and they can be used universally in various aspects of their lives, beyond its educational aspect.

참고문헌 (Reference)

1 이화선, "한국판 가족 후원·자극 척도(K-SCQ)의 타당화" 대한가정학회 49 (49): 85-94, 2011

2 최인수, "한국 아동의 삶의 현주소 토론문" 36-39, 2009

3 이화선, "학습플로우경험의 증진방안 연구 : 관련 변인 간의 구조적 관계분석과 플로우 채널 탐색을 기반으로" 성균관대학교 대학원 2010

4 석임복, "학습 몰입의 성격 분석 연구 -학습 동기, 학업성취도 및Csikszentmihalyi의 몰입 모델 중심으로-" 한국교육공학회 24 (24): 187-212, 2008

5 정혜영, "초등학교 아동이 수업에 몰입하는 맥락에 대한 연구" 한국초등교육학회 17 (17): 181-206, 2004

6 Csikszentmihalyi, M., "창의성의 즐거움" 북로드 2003

7 김아영, "자기효능감과 학습동기" 1-35, 2004

8 Csikszentmihalyi, M., "자기진화를 위한 몰입의 재발견" 한국경제신문 1993

9 양명희, "자기조절학습의 모형탐색과 타당화 연구" 서울대학교 대학원 2000

10 박성익, "온라인 학습에서 학습몰입요인, 몰입수준, 학업성취 간의 관련성 탐구" 한국열린교육학회 14 (14): 93-115, 2006

11 한기순, "영재교육학원론" 교육과학사 2003

12 Gardner, H., "열정과 기질" 북스넛 2004

13 Csikszentmihalyi, M., "어른이 된다는 것은" 해냄 2003

14 홍기칠, "수업변인과 학습몰임과의 관계 연구" 대한사고개발학회 5 (5): 19-44, 2009

15 이은주, "몰입에 대한 학습동기와 인지전략의 관계" 15 (15): 199-216, 2001

16 문수백, "구조방정식 모델링의 이해와 적용" 학지사 2009

17 이재신, "고등학생의 메타인지와 학습몰입과의 관계 : 자기주도적 학습능력의 매개효과" 한국교원교육학회 26 (26): 277-295, 2009

18 이현주, "경험표집법(ESM)을 통해 본 음악영재의 삶의 질" 한국영재학회 21 (21): 57-81, 2011

19 James, W, "The principles of psychology" Dover 1890

20 Feinstein, J. S., "The nature of creative development" Stanford University Press 2006

21 Corno, L., "The metacognitive control components of self-regulated learning" 11 : 333-346, 1986

22 Csikszentmihalyi, M., "The measurement of flow in everyday life" 40 : 57-97, 1993

23 Csikszentmihalyi, M., "The dynamics of intrinsic motivation: A study of adolescents, In Research on motivation in education: Goals and cognitions" Academic Press 45-71, 1989

24 Csikszentmihalyi, M., "The development of the person: An experiential perspective on the ontogenesis of psychological complexity, In Handbook of child psychology: Vol. 1. Theoretical models of human development" Wiley 635-684, 1998

25 Rathunde, K., "The context of optimal experience: An exploratory model of the family" 7 : 91-97, 1989

26 Nakamura, J, "The concept of flow, In Handbook of Positive Psychology" Oxford University Press 89-105, 2002

27 Heine, C. A., "Task enjoyment and mathematical achievement" University of Chicago 1997

28 Csikszentmihalyi, M., "Talented teenagers" Cambridge University Press 1993

29 Anderson, J. C., "Structural equation modeling in practice: A review and recommended two-step approach" 103 (103): 411-423, 1988

30 Baumrind, D., "Rearing competent children. In W. Damon (Ed.), Child development today and tomorrow" Jossey-Bass 1989

31 Kline, R. B., "Principles and practice of structural equation modeling" The Guilford Press 2005

32 Bandura, A., "Perceived self-efficacy in cognitive development and functioning" 28 (28): 117-148, 1993

33 Csikszentmihalyi, M., "Optimal experience: Psychological studies of flow in consciousness" Cambridge University Press 1988

34 Barron, F., "No rootless flower: An ecology of creativity" Hampton Press 1995

35 Dweck, C., "Motivational processes affecting learning" 31 : 674-685, 1986

36 Stipek, D., "Motivation to learn: From theory to practice (3rd ed.)" Allyn & Bacon 1998

37 Zimmerman, B. J., "Models of self-regulated learning and academic achievement, In Self-regulated learning and academic achievement: Theory, research, and practice" Springer-Verlag 1989

38 Vygotsky, L. S., "Mind in society: The development of higher psychological processes" Harvard University Press 1978

39 Flavell, J. H., "Metacognitive aspects of problem solving, In The nature of intelligence" Lawrence Erlbaum 1976

40 Dewey, J., "Interest and effort in education" Riverside 1913

41 Cooper, C. R., "Individuality and connectedness in the family as a context for adolescent identity formation and role-taking skill, In Adolescent development in the family" Jossey-Bass 1983

42 Dewey, J., "How we think" Heath 1933

43 Torrance, E. P., "Guiding creative talent" Prentice-Hall 1962

44 Schunk, D., "Goal setting and self-evaluation: A social cognitive perspective on self-regulation, In Advances in motivation and achievement Vol. 7" JAI Press 85-113, 1991

45 Inghilleri, P., "From subjective experience to cultural evolution" Cambridge University Press 1999

46 Csikszentmihalyi, M., "Flow: 미치도록 행복한 나를 만나다" 한울림 2004

47 Csikszentmihalyi, M., "Flow, In Handbook of competence and motivation" The Guilford Press 598-608, 2007

48 Csikszentmihalyi, M., "Finding flow" Basic Books 1997

49 Rathunde, K., "Family context and the development of undivided interest: A longitudinal study of family support and challenge and adolescents’ quality of experience" 5 (5): 158-171, 2001

50 Rathunde, K., "Family context and talented adolescents’ optimal experience in school-related activities" 6 : 605-628, 1996

51 Hektner, JM., "Experience sampling method: Measuring the quality of everyday life" Sage 2007

52 Keller, J. K., "Development and use of the ARCS model of motivational design" 10 (10): 2-10, 1987

53 Davis, G. A., "Creativity is forever" Kendall/Hunt 2000

54 Nicholls, J., "Conception of ability and achievement motivation: A theory and its implications for education, In Learning and motivation in the classroom" Lawrence Erlbaum Associates 211-237, 1983

55 Udvari, S., "Competition and the adjustment of gifted children: A matter of motivation" 22 (22): 212-216, 2000

56 Jacobs, J. E., "Children’s metacognition about reading: Issues in definition, measurement, and instruction" 22 (22): 255-278, 1987

57 Csikszentmihalyi, M., "Beyond boredom and anxiety" Jossey-Bass 1975

58 Csikszentmihalyi, M., "Being adolescent: Conflict and growth in teenage years" Basic Books 1984

59 Hauser, S., "Adolescents and their families" Free Press 1991

60 Rathunde, K., "Adolescent happiness and family interaction, In Parent-child relations throughout life" Lawrence Erlbaum 143-162, 1991

61 Ames, C., "Achievement goal in classroom: Students’ learning strategies and motivation process" 80 : 260-267, 1988

62 Locke, E. A., "A theory of goal setting and task performance" Prentice Hall 1990