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    청소년활동프로그램 참여자의 몰입경험 결정요인 구조분석 = A Structural Analysis of Determinants of Flow Experience of Participants in Youth Programs

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    https://www.riss.kr/link?id=A104387370

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    he purpose of this study was to explore determinants of flow experience of participants in youth programs. A structural equation model was presented to describe the hypothetical causal relationships among individual factor, situational factors, motivation to participate in youth programs, and their levels of flow experience. In the model, motivation to participate in youth programs was assumed as a variable, which mediates the effects of individual and situational factors on the levels of flow experience. 370 youth participating in youth programs were asked to respond the questionnaires which was conceived to obtain the measures of six latent variables(self-efficacy as a learner, program contents, instructional techniques of youth workers, relationship with youth workers, motivation to participate in youth programs, flow experience). After screening the data, 241 responses were used to analyze the data for this study. Lisrel 8.30 was used to analyze the data. The major findings of this study were as follow. First, motivation to participate in youth programs had positive effects on flow experience. Second, motivation to participate in youth programs was affected by program contents and instructional techniques of youth workers. Third, flow experience was affected directly by self-efficacy as a learner, program contents, instructional techniques of youth workers. Fourth, indirect effects of program contents and instructional techniques of youth workers were mediated by motivation. It shows that motivation mediate the effects of program contents and instructional techniques of youth workers on flow experience. All this findings were discussed for youth workers and researches.
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    he purpose of this study was to explore determinants of flow experience of participants in youth programs. A structural equation model was presented to describe the hypothetical causal relationships among individual factor, situational factors, motiva...

    he purpose of this study was to explore determinants of flow experience of participants in youth programs. A structural equation model was presented to describe the hypothetical causal relationships among individual factor, situational factors, motivation to participate in youth programs, and their levels of flow experience. In the model, motivation to participate in youth programs was assumed as a variable, which mediates the effects of individual and situational factors on the levels of flow experience. 370 youth participating in youth programs were asked to respond the questionnaires which was conceived to obtain the measures of six latent variables(self-efficacy as a learner, program contents, instructional techniques of youth workers, relationship with youth workers, motivation to participate in youth programs, flow experience). After screening the data, 241 responses were used to analyze the data for this study. Lisrel 8.30 was used to analyze the data. The major findings of this study were as follow. First, motivation to participate in youth programs had positive effects on flow experience. Second, motivation to participate in youth programs was affected by program contents and instructional techniques of youth workers. Third, flow experience was affected directly by self-efficacy as a learner, program contents, instructional techniques of youth workers. Fourth, indirect effects of program contents and instructional techniques of youth workers were mediated by motivation. It shows that motivation mediate the effects of program contents and instructional techniques of youth workers on flow experience. All this findings were discussed for youth workers and researches.

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    참고문헌 (Reference)

    1 장상호, "학문과 교육(하)" 서울대학교 출판부 2004

    2 장상호, "학문과 교육(중)" 서울대학교 출판부 2006

    3 김진호, "평생교육프로그램 참여자의 학습몰입 영향요인 구조분석" 한국농·산업교육학회 37 (37): 275-302, 2005

    4 권일남, "청소년활동지도론" 학지사 2006

    5 한국청소년정책연구원, "청소년학개론" 교육과학사 2007

    6 한국청소년개발원, "청소년지도방법론" 교육과학사 2003

    7 김영철, "청소년수련활동이 청소년의 사회적응능력 향상에 미치는 효과와 영향력 분석" 명지대학교 2005

    8 윤은종, "청소년수련활동의 효과분석: 활동만족도와 인식된 자기변화에 초점" 중앙대학교 2004

    9 한국청소년개발원, "청소년수련활동론" 교육과학사 2003

    10 김소희, "청소년수련활동 체험이 생활효과성에 미치는 영향" 5 (5): 155-176, 2008

    1 장상호, "학문과 교육(하)" 서울대학교 출판부 2004

    2 장상호, "학문과 교육(중)" 서울대학교 출판부 2006

    3 김진호, "평생교육프로그램 참여자의 학습몰입 영향요인 구조분석" 한국농·산업교육학회 37 (37): 275-302, 2005

    4 권일남, "청소년활동지도론" 학지사 2006

    5 한국청소년정책연구원, "청소년학개론" 교육과학사 2007

    6 한국청소년개발원, "청소년지도방법론" 교육과학사 2003

    7 김영철, "청소년수련활동이 청소년의 사회적응능력 향상에 미치는 효과와 영향력 분석" 명지대학교 2005

    8 윤은종, "청소년수련활동의 효과분석: 활동만족도와 인식된 자기변화에 초점" 중앙대학교 2004

    9 한국청소년개발원, "청소년수련활동론" 교육과학사 2003

    10 김소희, "청소년수련활동 체험이 생활효과성에 미치는 영향" 5 (5): 155-176, 2008

    11 황평식, "청소년단체활동이 사회성발달에 미치는 영향" 한국교원대학교 2004

    12 조혜영, "청소년 참여활동의 성과 및 활성화 방안에 대한 탐색: 청소년참여기구 청소년들과의 심층면담을 중심으로" 5 (5): 111-140, 2008

    13 최창욱, "청소년 동아리활동이 리더십생활기술에 미치는 영향" 2 (2): 57-75, 2005

    14 김진모, "직무교육훈련의 유효성과 그 영향요인" 서울대학교 1997

    15 권일남, "인증수련활동 만족도 및 효과성 측정방안 연구" 국가청소년위원회·한국청소년진흥센터 2007

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

    17 임성택, "단체활동 경력과 교사의 지도성 유형이 청소년의 단체활동 효과지각에 미치는 영향" 13 (13): 81-103, 2006

    18 이성진, "교육심리학서설(제3판)" 교육과학사 2008

    19 이순묵, "공변량구조분석" 성원사 1990

    20 Csikszentmihalyi, M., "Towards a psychology of optimal experience in:Review of personality and social psychology" Sage 1982

    21 Meece, J., "The role of motivation in self-regulated learning in:Self-regulation of learning and performance" Lawrence Erlbaum Associates 25-44, 1994

    22 Al-ammar,S.A., "The influence of individual and organizational characteristics on training motivation and effectiveness" The State University of New York at Albany 1994

    23 Csikszentmihalyi, M., "The evolving self: A psychology for the third millennium" HamperCollins Publishers 1993

    24 Pintrich, P. R., "Student's motivational beliefs and their cognitive engagement in classroom academic tasks in:Student perceptions in the classroom: Causes and consequences" Lawrence Erlbaum Associates 149-183, 1992

    25 West, S. F., "Structural analysis of the self-directed learning readiness: A confirmatory factor analysis using LISREL modeling in:Advances in research and practice in self-directed learning. Norman: Oklahoma Research Center for Continuing Professional and Higher Education" University of Oklahoma 1990

    26 Bandura, A., "Social foundations of thought and action: Social cognitive theory" Prentice Hall 1986

    27 Mitchell, M., "Situational interest: Its multifaceted structure in the secondary school mathematics classroom" 85 : 424-436, 1993

    28 Borkowski, J., "Self-regulation and motivation: A life-span perspective on underachievement in:Self-regulation of learning and performance" Lawrence Erlbaum Associates 45-73, 1994

    29 Bandura, A., "Self-efficacy: Toward a unifying theory of behavioral change" 84 : 191-215, 1977

    30 Zimmerman, B., "Self-efficacy and educational development in:Self-efficacy in changing societies" Cambridge University Press 202-231, 1995

    31 Pajares, F., "Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis" 86 : 193-203, 1994

    32 Nicholson, H. J., "Professional development in national organizations: Insights from Girls Incorporated in:New direction for youth development" Jossey-Bass 65-73, 2004

    33 Mahoney, J. L., "Processes of adjustment in organized out-of-school activities: Opportunities and risks in:New directions for youth development" Jossey-Bass 115-144, 2004

    34 Zimmerman, B., "Perceptions of efficacy and strategy use in the self-regulation of learning in:Student perceptions in the classroom" Lawrence Erlbaum Associates 185-207, 1992

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

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

    37 "New York State After-school Network (2005). Program quality self-assessment. Retrieved May 8, 2008, from http://www.nysan.org/content/document/detail/1991"

    38 "National Institute on Out-of-School Time, & Massachusetts Department of Elementary and Secondary Education (2005). Assessment of afterschool program practice tool. Retrieved March 11, 2008, from http://www.doe.mass.edu/21cclc/ta/apt.html"

    39 Stipek, D. J., "Motivation to learn: From theory to practice(2nd ed.)" Allyn and Bacon 1993

    40 Pintrich, P. R., "Motivation in education: Theory, research, and applications(2nd ed.)" Merrill Prentice Hall 2002

    41 조현철, "Lisrel에 의한 구조방정식 모델" 도서출판 석정 1999

    42 J?eskog, K., "LISREL 8: Structural equation modeling with the SIMPLIS command language" Scientific Software Inc. 1993

    43 McMullin, D., "Intrinsic motivation and performance standards" 10 : 47-56, 1982

    44 Tobias, S., "Interest, prior knowledge, and learning" 64 : 37-54, 1994

    45 Schiefele, U., "Interest, learning, and motivation" 26 : 299-323, 1991

    46 Bouffard-Bouchard,T., "Influence of self-efficacy on performance in a cognitive task" 139 : 353-363, 1990

    47 Astroth, K. A., "Getting down to business: Defining competencies for entry-level youth workers in:New direction for youth development" Jossey-Bass 25-37, 2004

    48 Csikszentmihalyi, M., "Flow: The psychology of optimal experience" HamperCollins 1990

    49 Chan, T. S., "Flow in internet activity: An exploratory research" Texas Tech University at Lubbock 1998

    50 tmihalyi, M., "Flow and the quality of experience in everyday life" University of Chicago 1979

    51 Wlodkowski, R. J., "Enhancing adult motivation to learn: A comprehensive guide for teaching all adults" Jossey-Bass Publishers 1999

    52 Woolfolk, A. E., "Educational psychology(6th ed.)" Allyn and Bacon 1995

    53 Guglielmino, L. M., "Development of the self-directed learning readiness scale" University of Georgia 1977

    54 Jackson, S. A., "Development and validation of a scale to measure optimal experience: The flow state scale" 18 : 17-35, 1996

    55 Dewey, J., "Democracy and education" The Macmillan Company 1916

    56 Csikszentmihalyi, M., "Creativity: Flow and the psychology of discovery and invention" Harper Collins Publishers 1996

    57 Miserandino, M., "Children who do well in school: Individual differences in perceived competence and autonomy in above-average children" 88 : 203-214, 1996

    58 Bell, S. R., "Characteristics of effective summer learning programs in practice in:New direction for youth development" Jossey-Bass 45-73, 2007

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

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

    61 Csikszentmihaly, M., "Becoming adult: How teenagers prepare for the world of work" Basic books, Inc. 2001

    62 Anderson, R., "Allocation of attention during reading in:Discourse processing" North-Holland 292-305, 1982

    63 Galbraith, M. W., "Adult Learning Methods: A guide for effective instruction" Krieger Publishing Company 1998

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