한국 대학생들의 자기조절동기, 학업정서 및 인지적 자기조절 학습전략 사용 간의 경로 탐색 연구

국문 초록 (Abstract)

본 연구는 한국 대학생들이 수업에서 지각하는 자기조절동기의 수준이 그들의 학업정서 및 인지적 자기조절 학습전략의 사용과 어떠한 관련성이 있는지를 알아보는데 그 목적이 있다. 더 나아가 학생들이 느끼는 학업정서가 자기조절동기의 수준과 인지적 자기조절 학습전략 사용 간의 관계에서 매개적인 역할을 하는지를 알아보고자 했다. 본 연구 목적을 달성하기 위해 서울지역에 소재한 2개 대학에 재학 중인 173명(남: 84명, 여: 89명)의 학생들을 대상으로 자기조절동기, 학업정서, 인지적 자기조절 학습전략을 측정하였다. 경로분석과 매개효과 검증을 실시한 결과, 외적 조절을 제외한 자기조절 동기의 세 수준 모두 직접적으로 또는 긍정적 정서의 매개를 통해 간접적으로 인지적 자기조절 학습전략의 사용을 예언하는 것으로 나타났다. 또한 자기조절동기 중 확인된 조절은 매개변인 없이 직접적으로 인지적 자기조절 학습전략의 사용과 정적 관계를 가졌으며, 내사된 조절과 내적 조절은 높아진 긍정적 정서를 통해 간접적으로 인지적 조절학습전략 사용과 정적 관계가 있는 것으로 나타났다. 본 연구 결과는 정서적 반응이 주어진 학습 상황에 대한 학습자의 인식을 반영할 뿐만 아니라 이후 학습 행동에 영향을 주는 중요한 요인임을 시사하고 있다. 또한 확인된 조절 동기가 내적 조절보다 인지적 학습전략과 더 깊은 관계를 가진다는 점과 내적 조절 동기는 정서와 보다 깊은 관련성이 있음을 확인할 수 있었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the path relationship among Korean Undergraduates` perception of autonomy, academic emotions, and the use of cognitive self-regulated learning strategies within a course. In addition, the level of students` perceived autonomy was indirectly associated with their use of cognitive self-regulated learning strategies with the mediation of academic emotions. In this study, a total of 173 undergraduate students from two universities in Seoul were asked to respond to surveys on perceived autonomy, academic emotions, and cognitive self-regulated learning strategies. Path analysis of data and testing of mediating effect revealed that three different levels of perceived autonomy except extrinsic regulation were related, either directly or indirectly, with the use of cognitive self-regulated learning strategies through higher positive academic emotions. Specifically, identified regulation motivation was directly positively associated with cognitive self-regulated learning strategies. Introjected and intrinsic regulation were indirectly positively related with the use of cognitive learning strategies with mediation of positive academic emotions such as enjoyment, pride, and hope. These findings support the notion that, to emotionally and cognitively engage in their learning, Korean undergraduate students need to feel autonomous. Furthermore, this study showed that instructing value about learning activities to learners might be important in facilitating the use of cognitive self-regulated learning strategies. This research also helps explain how emotions can not only be affected by learners` appreciation of classroom learning but also predict their future learning behavior.

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