자기주도학습을 위한 ‘학습정서’ 척도 개발 연구 = Development of a ‘Learning Affection’ Scale for the Self-directed Learners

국문 초록 (Abstract)

기존 자기주도학습 관련 연구에서 자기주도성과 자기효능감은 학습에서의 성공을 예측하는 주요한 요인으로 인정되어왔다. 그러나 이들 각각은 별개의 척도를 통하여 측정되었으며 상호관련이 없이 운영되어 효율성이 떨어지고 예측 정도가 떨어지는 단점이 있었다. 그런데 이들 척도들을 살펴보면 서로간에 공통되거나 중복된 문항들이 많고, 어떤 경우는 자기주도성을 재고자 하는 것인지, 자기효능감을 재고자 하는 것인지 애매한 문항도 많았다. 본 연구는 자기주도성과 자기효능감을 자기주도학습에서의 정의적 영역이라는 관점 하에서 통합적으로 이해하고 이를 ‘학습정서’(Learning affection)라고 정의한 후 자기주도학습자의 ‘학습정서’를 재는 척도를 개발하는데 목적이 있다. 즉, 자기주도학습에서 ‘학습정서’의 하위요인들을 규명하고 이 요인들의 특성을 밝혀내고자 하는 것이다. 이를 위해 탐색적 요인분석을 실시하였다. 6차에 걸친 요인분석 결과 43개 항목, 8개의 요인이 추출되었으며 전체 변량의 55.586%를 설명하였다. 추출된 8개 요인은 학습기술에 대한 자신감, 학습에 대한 흥미와 의지, 학습에 대한 도전감, 적극적 자기표현욕구, 시험불안, 학습 용이성 지향, 학습가치 지향성, 학습상황에서의 독창성 등이다. 최종 도출된 요인의 적합도를 검증하기 위하여 확인적 요인분석을 실시하였다. 연구 결과 추출된 요인들을 기존 연구에서 확인한 요인들과 비교하면 기존의 자기주도성의 하위요인인 ‘학습자로서의 자기확신’, ‘자기이해’가 자기효능감의 ‘자기조절 효능감’의 일부 문항과 함께 ‘학습기술에 대한 자신감’이라는 요인으로 통합되었고 그 밖의 요인들은 ‘학습에 대한 흥미와 의지’, ‘학습가치 지향성’, ‘학습상황에서의 독창성’으로 재정의되었음을 알 수 있다. 또한 자기효능감의 요인들은 ‘학습기술에 대한 자신감’, ‘학습에 대한 도전감’, ‘적극적 자기표현욕구’, ‘시험불안’, ‘학습용이성 추구’ 등으로 세분화되었다.

다국어 초록 (Multilingual Abstract)

Many existing researches have been made on the self-directed learning readiness scale and the self-efficacy scale in a separate way. But these scales just check the same phenomenon(i.e., self-directedness of learners) from the different point of view. Closely examining the items of the scales, we can find out many overlapped and ambiguous ones. Actually these scales can be integrated in terms of the affective domain of self-directed learning(SDL). In this study the affective domain is defined as ‘learning affection’. The purpose of this study is to identify the main factors of ‘learning affection’ of SDL and develop the scale of ‘learning affection’. Exploratory factor analysis(Principal component analysis & varimax rotation) was used and repeated six times. As a result, 43 items and 8 factors were identified and explained 55.586% of the variance: Self-confidence on self-learning skills, love to learning, challenging mind, anxiety in a classroom, anxiety in a test, easy-going attitude, respecting learning value, and creativity in learning. Each of these factors are explained in detail and compared with the existing scales.

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