학습몰입의 발달경향 분석

다국어 초록 (Multilingual Abstract)

This study herein aims to analyze the developmental tendency of elementary, middle, or high school students learning flow in South Korea. For this, it divided their learning flow into cognitive and affective domains and analyzed sub-factors of each domain. To achieve this, the study validated measurement tools by analyzing the
goodness of fit on theoretical models of the learning flow intended for 1,142 elementary, middle, or high school students according to the regional characteristics of cities and provinces in the nation, and analyzed differences in the learning flow by school grade and gender by using ANOVA and Scheffe.
Results derived from the analysis showed as follows.
First, for the summed score of cognitive immersion s sub-factors by school grade was slightly lower in middle school years than elementary school years, and higher in high school years, except for the two following sub-factors: balance between challenge and capability and perceived control. Second, for the summed score of affective
domain s sub-factors, the focus on task was high in order of middle, high, and elementary school, whereas loss of self-consciousness and distorted sense of time were lowered from elementary school to middle school, and slightly higher in high school, and autotelic experience was lower as the students move to higher grade.
Third, all the learning flow and cognitive and affective immersion were lowered from elementary school to middle school, and slightly higher in high school; statistically there was a difference among elementary, middle school, and high school groups in all domains except for perceived control and loss of self-consciousness. Finally, out of the
learning flow, and cognitive and affective immersion by gender, the cognitive immersion showed a significant difference.
Results derived from this study will help understand the developmental tendency of elementary, middle, or high school students learning flow, and contribute to development of education programs appropriate for the characteristics of school grade.

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