중·고등학생의 교사-학생관계, 학습동기 변인, 학습몰입 간의 관계 모형 검증

국문 초록 (Abstract)

몰입은 인간의 심리현상을 설명하는 구인으로 주로 학습동기들과의 관계에 초점을 맞춰 연구하였다. 그러나 현실적으로 타인이 배제된 개인적 맥락에서 몰입을 설명하기에는 어려움이 있다. 따라서 본 연구에서는 학습동기뿐만 아니라 관계적 맥락에서 학습몰입의 의미를 찾아보고자 한다. 이러한 연구의 목적을 달성하기 위해 학습자의 몰입에 영향을 미치는 개인 내 외적 요인들 간의 관계를 이론적. 경험적 틀을 기초로 하여 구조적 관계모형을 설정하고, 구조방정식모형 분석을 통하여 변인들간의 관계를 명확하게 규명하고자 한다. 분 연구는 서울, 경기도, 충북, 경북 소재의 중 고등학생 867명의 자료를 활용하여 분석하였다. 그 결과 학생들이 지각한 교사- 학생관계는 성취목표지향성과 학습몰입에 직접적으로 영향을 주고, 성취목표지향성, 학업적 자기효능감, 자기결정성동기를 매개로 학습몰입에 간접적으로 영향을 주는 것으로 나타났다. 또한 성취목표지향은 학습몰입에 직접적으로 영향을 주지 않았지만 학업적 자기효능감 및 자기결정성동기를 통해 간접적으로 영향을 주고 학업적 자기효능감과 자기결정성 동기는 각각 학습몰입에 직접적으로 영향을 주는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purposes of this study is to set theoretical model which is describing structural connections between teacher-student relations affecting learning flow of junior high and senior high students and learning motive variable (achievement goal orientation, self-determination motivation, academic self-efficacy), and to definitely investigate structural relations among variables by structural equation modeling analysis. The research was performed against total 867 students of male 260, female 106 in junior high school students and male 231, female 270 in senior high school students living in Seoul, Gyonggi-do, Chungbuk, Gyeongbuk. The results of the study in such a procedure are as follows. The teacher-student relation recognized by students affecting achievement goal orientation and learning flow and indirectly affecting learning flow as carried by achievement goal orientation, self-determination motivation, academic self-efficacy. The achievement goal orientation was not directly affecting learning flow but indirectly affecting as carried by self-determination motivation and academic self-efficacy. Also, the self-determination motivation and academic self-efficacy was directly affecting learning flow.

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