기업 교육훈련 참여자의 학습동기와 자기효능감, 유인가, 직무몰입 및 상사지원의 관계 = The Relationship among Motivation to learn, Self-efficacy, Valence, Job involvement and Supervisor support of Participants in Corporate Training Programs

국문 초록 (Abstract)

이 연구의 목적은 기업 교육훈련 참여자의 학습동기와 자기효능감, 유인가, 직무몰입 및 상사지원의 관계를 구명하는 데 있었다. 이를 위하여 전문적인 교육훈련 프로그램을 제공하고 있으며 교육훈련 시작 전 측정이 상대적으로 용이한 대기업 연수원 5곳과 중소기업을 중심으로 교육훈련을 제공하는 연수기관 3곳을 포함하여 총 8개 기관을 먼저 선정하였다. 그 후 이들 기관에서 제공하는 교육훈련 프로그램에 참여한 310명을 유의표집 하였으며 최종분석에서는 218명의 응답 자료를 사용하였다. 자료의 분석은 기본적으로 빈도와 백분율, 평균, 표준편차 등의 기술통계 방법을 사용하였고, 인과모형의 검증을 위해 경로분석 방법을 사용하였다.
이 연구를 통해 얻은 연구의 결과는 다음과 같다. 첫째, 기업 교육훈련 참여자의 자기효능감, 직무몰입, 상사지원은 학습동기에 정적인 영향을 직접적으로 미쳤다. 또한 기업 교육훈련 참여자의 자기효능감은 유인가에 정적인 영향을 직접적으로 미쳤으나, 유인가가 학습동기에 미치는 영향은 통계적으로 유의미하지 않았다. 둘째, 기업 교육훈련 참여자의 직무몰입은 자기효능감을 매개로 학습동기에 정적인 영향을 간접적으로 미쳤다. 셋째, 기업 교육훈련 참여자의 상사지원은 자기효능감을 매개로 학습동기에 정적인 영향을 간접적으로 미쳤다. 넷째, 기업 교육훈련 참여자의 상사지원과 학습동기의 관계에서 유인가의 매개효과는 통계적으로 유의하지 않았다.
이와 같은 연구결과를 토대로 첫째, 후속 연구에서는 교육훈련 전, 중, 후 단계마다 학습동기를 측정하고 이에 영향을 미치는 요인을 구명할 필요가 있으며, 둘째, 유인가를 측정하는데 있어서 측정 방법을 개선하는 방안이 필요하며. 셋째, 기업 교육훈련 프로그램의 유형에 따라 학습동기에 영향을 미치는 요인이 어떻게 달라지는지를 구명할 필요가 있음을 제언하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the relationship among motivation to learn, self-efficacy, valence, job involvement and supervisor support of participants in corporate training programs. Data were collected by mail and direct survey and Total questionnaires of 257 from eight selected training institutes were returned. After screening the data, 218 responses were used in the analysis. The statistical method employed was a path analysis.
Based on the findings of the study, the major conclusions of this study were as follows: First, self-efficacy, job involvement and supervisor support had the direct effect on motivation to learn while valence of the participants statistically had the least effect on the motivation to learn. Self-efficacy had the direct effect on valence. Second, job involvement had the indirect effect on motivation to learn with the partial mediation effect of self-efficacy. Third, supervisor support had the indirect effect on motivation to learn with the partial mediation effect of self-efficacy.
Forth, the direct and indirect effects on the relation between the motivation to learn and supervisor support statistically had the least effect.
Based on the results of the study, the following recommendations have been made:First, it is necessary to measure the motivation to learn at the early stage, middle stage and late stage, and to identify the factors that have the positive effect and negative effect on the motivation to learn at each stage. Second, when it comes to measurement of valence, not only the plan which divides valence into internal valence and external valence but also the plan which improves the measurement method is needed. Third, it is necessary to identify how the factors has changed according to the types of the corporate training programs.

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