내재적 학습 동기 연구의 동향과 과제

다국어 초록 (Multilingual Abstract)

In spite of its prevalence and importance, intrinsic motivation in learning has been underestimated and misconceptualized. This study critiques the limitations of contemporary studies and suggests implications for further research. In the first section of this article, the studies on intrinsic motivation in learning are reviewed around two general issues: 1) the types and characteristics of learning motivation, 2) the effects of extrinsic rewards on intrinsic motivation in learning. The controversies on intrinsic-extrinsic dichotomy vs. continuum, bi-polarity vs. quadri-polarity, and trait vs. nontrait conceptualization are discussed. And the controversial issue that extrinsic rewards can undermine intrinsic motivation in learning are examined. In spite of the vast number of studies on intrinsic motivation in learning, there seems no significant progress. This critical review reveals that the root of the problem lies in the fact that they have failed to find an endogenous conceptual framework of education, and they have been heavily dependent on the paradigm of positivism.. The main problems and recommendation for further research are summarized as follows: In most precedent studies learning process is portrayed as something imposed upon the learner, learners are considered receptive, and objective criteria are applied in evaluating learners' achievement. Such theories have no way to deal with an intrinsic tendency to learn, and thus they have located the reasons for learning in such things as rewards or social controls. In conventional studies the notion of education is identical with that of schooling, and the value of education is reduced into that of learning content. However the nature of schooling is definitely different with that of education which is an ongoing lifelong interactive practice. The value of learning content needs to be reconceptualized as a means to provide the substance to realize the educational interest and enthusiasm, thus the value of learning itself should be discriminated with the value of learning content. Finally, the deficiency of explanatory power and inconsistencies in research results indicate the ineffectiveness of the positivistic paradigm. Several areas of research on intrinsic motivation worthy of investigation and solvable through a nonpositivistic approach can be identified.

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