공무원의 동기변인과 자기조절학습 수행력을 이용한 온라인 직무교육의 만족도, 성취도 및 직무몰입 수준의 예측

다국어 초록 (Multilingual Abstract)

In the knowledge and information-driven world, knowledge and information are becoming powerful driving forces behind transformations and innovations taking place in each and every corner of the society. Indeed, such changes are unpredictable and happening at a rapid pace. In the meantime, administrative and business environments require stronger abilities and competencies of an organization and its members thereby raising people's awareness of the importance of training for human resource development.
In this context, as a prerequisite for improving a national competitiveness, building up capabilities of civil servants has become more crucial than ever. Against such a backdrop, public sector are earnestly enhancing their job training programs, while trying to search better methods and strategies for online education .
Compared with off-line education, learning effects of online education can significantly differ depending on achievement motivation, participation motivation, self-efficacy, and self-regulated learning capability, which are motivational characteristics of learners. Nonetheless, the current online job training for civil servants are not fully reflecting such characteristics. Thus, this study was conducted in order to provide data that can be used as a basis for helping to maximize the effects of online job training for civil servants and furthermore, improve the trainees' job involvement.
The purpose of this study is to examine online job training for civil servants and comprehensively analyze the extent to which achievement motivation, participation motivation, self-efficacy, and self-regulated learning capability predict satisfaction, achievement, and level of job involvement as well as the extent to which satisfaction and achievement predict level of job involvement. To this end, the study was focused on answering the following questions:
1. Do achievement motivation, participation motivation, self- efficacy, and self-regulated learning capability predict civil 'servants' satisfaction and achievement in respect to online job training as well as level of job involvement?
2. Do satisfaction and achievement of civil servants in respect to online job training predict their level of job involvement?
3. In terms of predicting level of job involvement based on each of the variables, do perceptions of work environment act as an intermediary variable?
In order to find answers to such questions, devices were developed, tested for validity and reliability, and used for testing variables for 289 online learners over three times. Any data collected in the process were verified through correlation analysis, one-way ANOVA, Scheffe method for post-hoc comparison, t-test, and multiple regression analysis.
Findings from such a course of study and the subsequent analysis are as follows:
First, as a result of one-way ANOVA, which was performed to verify the differences among variables based on demographic characteristics, differences shown in achievement motivation, participation motivation, and self-efficacy were statistically significant in terms of age, service period, job category, position, and educational background, while no statistically significant differences were found in terms of gender. On the contrary, self-regulated learning capability was significantly different only in ages and service periods. Also, as for satisfaction, statistically significant differences were exhibited among genders, ages, service periods, job categories, and educational backgrounds. Meanwhile, achievement showed statistically significant differences only in genders, ages, and service periods. As for level of job involvement, statistically significant gaps were confirmed in all demographic characteristics, while perceptions of work environment, which is an intermediary variable, were significantly different depending on genders, ages, and service periods.
Implications of such findings for public sector are as follows:
Independent variables differed from one job category to another with higher achievement motivations shown in order of skilled jobs, administrative jobs, and technical jobs, while administrative officials exhibited relatively high self-efficacy. Such findings seem to be directly mirroring the reality in public sector in which diverse jobs and positions coexist and can serve as an important factor that demands changes in organizational culture in Korean public sector. In this respect, it is imperative that discriminations amongst jobs and positions be removed.
As for participation motivation, motivations were different depending on service periods, job categories, and positions. This implies that curriculums should be established based on goals reflecting actual levels of standards, characteristics, and requirements of learners to the fullest extent.
As a result of analyzing level of job involvement, civil servants who belong to the category of 'age of 20-29', 'under 5 years of service period', and 'under grade 9 by positions', displayed the lowest level of job involvement. Such a result indicates that there is a need for training programs that can raise levels of understanding and awareness of job descriptions, sense of responsibility and devotion, and furthermore, a sense of pride in one's own organizations.
As a result of analyzing perceptions of work environment, the group falling under the category of 'age of 20-29' demonstrated the lowest evaluations on their work environments, while the same awareness was the lowest in the group whose service periods were under 5 years. Apparently, such findings suggest that in order for public sector to better manage or develop human resources who can contribute to the growth of the organization and achieve higher performances, they need to facilitate the right understanding of organizational culture among new employees and changes in them through identifying specific factors with which their employees are not satisfied about their work environment.
Second, to verify predictions of achievement motivation, participation motivation, self-efficacy, and self-regulated learning capability of satisfaction, stepwise and multiple regression analysis was undertaken. As a result, self-regulated learning capability and participation motivation explained 37.5% of differences in satisfaction with a significance level of .001. Among the two, the prediction of performance ability for self-regulated learning was the highest followed by that of participation motivation.
In addition, as a result of stepwise multiple regression analysis to verify predictions of achievement motivation, participation motivation, self-efficacy, and self-regulated learning capability, self-regulated learning capability and achievement motivation explained 23.1% of differences in achievement with a significance level of .001. This indicates that the two variables are the significant predictor variables of achievement level. Among the two, the prediction of performance ability for self-regulated learning was the greatest followed by that of achievement motivation.
Such analysis results give more weight to the conclusion of previous studies of online education that self-regulated learning capability acts as a precursor to satisfaction and achievement. Moreover, it can be also known that participation motivation and achievement motivation serve as significant variables that predict civil servants' satisfaction with online job training and achievement level respectively. For this reason, strategies for strengthening participation motivation and achievement motivation via online education for civil servants are necessary. Meanwhile, it is urgently required that more than anything else, learning environment and teaching and learning strategies that can enhance self-regulated learning capability be set up.
Third, to verify predictions of achievement motivation, participation motivation, self-efficacy, and self-regulated learning capability, of level of job involvement, stepwise and multiple regression analysis was undertaken. As a result, participation motivation, achievement motivation, self-regulated learning capability and self-efficacy explained 52.7% of differences in level of job involvement with a significance level of .001 confirming all of the four independent variables as significant predictor variables of level of job involvement.
Therefore, the results of this study indicate that in order to improve civil servants' level of job involvement, it is necessary to come up with effective methods and educational programs for strengthening intrinsic motivation variables including individual's achievement motivation, participation motivation, and self-efficacy, at the public organizational level. Simultaneously, in order to maximize the learners' self-regulated learning capability, the environment and content of online job training should be set up to maximize and improve self-regulated learning capability. Operating methods of online education should also be changed to produce the maximum effects.
Fourth, as a result of multiple regression analysis to verify predictions of achievement and satisfaction, of level of job involvement, only satisfaction predicted level of job involvement by explaining 13.9% of differences in level of job involvement with a significance level of .001. Such a result indicates that in online job training, the variable that predicts level of job involvement is not achievement but satisfaction which each learner feels about their learning courses. It is explained that a learner who has a positive attitude toward job training course feels a psychological attachment to his/her job through a sense of responsibility and devotion.
Fifth, as a result of analyzing predictions of independent variables of level of job involvement through perceptions of work environment, it was explained that with a significance level of .001, perception of work environment partially mediated between achievement motivation and level of job involvement, participation motivation and level of job involvement, self-efficacy and level of job involvement, self-regulated learning capability and level of job involvement. In addition, as a result of analyzing predictions of achievement and satisfaction of level of job involvement through perceptions of work environment, it was explained that with a significance level of .001, perception of work environment partially mediated between achievement motivation and level of job involvement, satisfaction and level of job involvement.
The results of this study suggest that it is necessary to see a new meaning in the control over learners, administrative restriction and learning itself which have been done under the bureaucratic atmosphere and from a view point of public sector. Accordingly, it should be required to set up organization culture, learning atmosphere, and work environment in which contents of training can be utilized to the utmost in performing job.
This study is aimed at providing basic data for developing practical and specific motivation strategies as well as teaching and learning strategies as a way to ultimately maximize the effects of online job training for civil servants. Thus, attempts were made to review how well the variables that were proven to predict achievement and satisfaction by preceding studies actually fit into online education environment for civil servants which is quite different from that of universities or private sector.
Furthermore, predictions of learners' achievement motivation, participation motivation, self-efficacy, and self-regulated learning capability, of satisfaction, achievement, and level of job involvement as well as that of satisfaction and achievement of level of job involvement, were comprehensively analyzed and identified. Accordingly, this study is worthwhile since it lays out a basic framework for gauging not only the correlations between civil servants' achievement motivation, participation motivation, self- efficacy, and self-regulated learning capability and learning effects but also such variables' relations with level of job involvement.
Based on the findings from the study, suggestions for any follow-up studies are as follows:
First, since the variables used for this study, except for achievement, rely on self-report rather than objective report based on shared method variance, the relations among the variables might have been measured higher than actual numbers. Therefore, any future studies are advised to measure such relations and conduct prediction studies by comprehensively involving qualitative studies including observations, interviews, and focus group interviews as well as more objective references based on multi-faceted evaluations by higher officers or colleagues.
Second, one of the drawbacks to this study is that even though the final dependent variable is level of job involvement, extent to which testing device was used for level of job involvement was relatively little compared with other variables. For this reason, it is suggested that any following studies employ more effective devices that are capable of testing level of job involvement more comprehensively and minutely. In addition, while level of job involvement can be affected by various external circumstances, all circumstantial variables other than work environment were disregarded in this study. Thus, a wider range of external circumstances that can predict level of job involvement will have to be considered in any future studies.
Third, the analytical framework presented in this study is limited to assuming only one-way casual relations among motivational characteristics and self-regulated learning capability, online job training effects (achievement and satisfaction), and level of job involvement disregarding a number of other relations that might have existed between variables. Therefore, it is recommended that any future studies identify the most suitable study models and analytical frameworks by factoring in diverse types of relations. In such a way, specific causal relationships can be identified between associated variables.
Fourth, studies for identifying actual factors that predict the variables used in this study will need to be conducted for public sector.
Fifth, specific strategies for enhancing achievement motivation, participation motivation, self-efficacy, and self-regulated learning capability that can be applied to online job training, need to be identified. This is because such study results can be of practical use to train civil servants online to boost their capabilities.

국문 초록 (Abstract)

지식정보사회에서의 지식과 정보는 사회 각 부문의 변화와 혁신을 가능하게 하는 중요한 촉진수단이 되고 있으며, 그 변화는 매우 빠르고 예측불가능하다. 이러한 행정 및 경영환경의 변화는 조직과 구성원들에게 보다 많은 능력과 역량을 요구하며 따라서 인적자원개발을 위한 교육훈련의 중요성을 더욱 강하게 인식하도록 한다. 이러한 맥락에서 국가경쟁력의 제고를 위한 전제조건으로서 공무원의 능력과 역량강화는 어느 때보다도 중요한 시점이다. 따라서 공공부문은 직무교육을 강화하고 있으며, 하나의 대안으로 온라인교육을 통한 교육훈련방법이나 전략 등을 모색하고 있는 추세이다.
온라인교육은 집합교육에 비해 학습자의 자기주도성이 더욱 중요하게 작용하며, 따라서 학습자의 동기적 특성인 성취동기, 참여동기, 자기효능감 과 자기조절학습 수행력에 따라 학습효과는 크게 달라질 수 있다. 그럼에도 불구하고 현재 공무원의 온라인 직무교육은 학습자의 이러한 특성들이 제대로 반영되지 않은 채 실행되고 있는 실정이다. 따라서 본 연구는 공무원 온라인 직무교육의 효과를 극대화하고 나아가 온라인 직무교육이 직무교육의 궁극적 목표이면서 수행의 절정인 직무몰입의 향상에 기여할 수 있도록 그 기초자료를 제공하기 위하여 수행되었다.
본 연구의 목적은 공무원의 온라인 직무교육을 대상으로 직무교육의 만족도, 성취도, 그리고 직무몰입 수준에 대한 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력의 예측 정도를 규명하고, 나아가 직무몰입 수준에 대한 만족도와 성취도의 예측 정도를 종합적으로 분석하는 데 있다. 이와 같은 연구목적을 위해 본 연구에서 살펴보고자 하는 연구문제는 다음과 같다.
1. 공무원의 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력이 온라인 직무교육에 대한 만족도와 성취도, 그리고 직무몰입 수준을 예측하는가?
2. 공무원 온라인 직무교육에 대한 만족도와 성취도가 직무몰입 수준을 예측하는가?
3. 각 변인들이 직무몰입 수준을 예측하는 데 있어 직무환경에 대한 인식이 매개변인으로 작용하는가?
이와 같은 연구문제를 규명하기 위해 본 연구는 변인들의 검사도구를 개발하고 이에 대한 타당도 및 신뢰도 검사를 실시한 후, 온라인 직무교육 학습자 289명을 대상으로 3차에 걸친 검사를 실시하였다. 수집된 데이터는 상관관계분석, 일원분산분석과 Sheffe에 의한 사후비교분석, 그리고 다중회귀분석을 통해 검증되었다.
본 연구의 결과 및 그에 따른 논의를 제시하면 다음과 같다. 첫째, 인구통계학적 특성에 따른 변인들의 차이를 검증하기 위하여 일원분산분석을 실시한 결과, 성취동기, 참여동기, 자기효능감은 연령, 근속년수, 직군, 직급, 학력에서 유의미한 차이가 있었으며, 성별에서는 유의미한 차이가 없었다. 반면 자기조절학습 수행력은 연령과 근속년수에서만 유의미한 차이가 있었다. 만족도는 성별, 연령, 근속년수, 직군, 학력에서 유의미한 차이가 있었으며, 성취도는 성별, 연령, 근속년수에서만 유의미한 차이가 있었다. 직무몰입 수준은 모든 인구통계학적 특성에 있어 유의미한 차이를 나타냈으며, 매개변인인 직무환경에 대한 인식은 성별, 연령, 근속년수에서 유의미한 차이가 확인되었다.
본 연구결과가 공공부문에 제시하는 시사점은 다음과 같다. 직군에 따른 독립변인별 차이에 있어, 성취동기는 기능직, 행정직, 기술직의 순으로 나타났으며, 자기효능감은 행정직이 상대적으로 높게 나타났다. 이러한 결과는 다양한 직군이 공존하는 공공부문의 현실이 그대로 반영된 것으로 사료되며, 우리나라 공공부문의 조직문화의 변화를 촉구하는 중요한 요인으로 작용할 수 있다. 따라서, 직군과 직급별 차별철폐가 무엇보다 시급히 해결되어야 할 과제라 할 것이다.
참여동기에 있어 근속년수, 직군, 그리고 직급에 따라 교육에의 참여동기가 다르게 나타났다. 이는 직무교육에 있어 실질적인 학습자 수준 및 특성, 그리고 요구를 최대한 반영한 교육목표의 설정과 이를 기반으로 한 교육내용이 구성되어야 함을 시사한다.
직무몰입 수준에 대한 분석결과, 연령별 20-29세, 근속년수 5년 이하, 직급별 9급 이하 공무원들의 직무몰입 수준이 가장 낮게 나타났다. 이러한 연구결과는 신규 공무원들에게 자신의 직무에 대한 이해 및 중요성의 인식, 책임감과 애착, 나아가 자신이 속한 조직에 대한 자긍심을 가질 수 있는 교육훈련이 필요함을 시사하는 중요한 결과로 판단된다.
직무환경에 대한 인식의 분석결과, 연령에 있어 20-29세가 직무환경에 대해 가장 낮게 평가하고 있었고, 근속년수에 있어서도 5년 이하가 가장 낮게 평가하고 있었다. 따라서, 본 연구결과는 공공부문이 조직의 발전과 성과에 기여하는 인적자원을 관리 또는 개발하기 위해서는 신규 공무원들에게 조직문화에 대한 올바른 이해와 그들이 불만족스러워 하는 직무환경 요인을 구체화하여 이를 변화시켜 나가야 함을 시사한다.
둘째, 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력의 만족도에 대한 예측을 검증하기 위하여 단계적(stepwise) 다중회귀분석(multiple regression analysis)을 실시한 결과, 자기조절학습 수행력과 참여동기가 유의수준 .001에서 만족도를 37.5% 유의미하게 설명하고 있는 것으로 나타나 만족도의 유의미한 예측변인인 것으로 확인되었다. 이 중 자기조절학습 수행력의 예측이 가장 높게 나타났으며, 참여동기가 다음으로 높게 나타났다.
그리고 만족도에 대한 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력의 예측을 검증하기 위하여 단계적 다중회귀분석을 실시한 결과, 자기조절학습 수행력과 성취동기가 유의수준 .001에서 성취도를 23.1% 유의미하게 설명하고 있는 것으로 나타나 성취도의 유의미한 예측변인인 것으로 확인되었다. 이 중 자기조절학습 수행력의 예측이 가장 높게 나타났으며, 성취동기가 다음으로 높게 나타났다.
이러한 분석결과는 온라인교육에 있어 자기조절학습 수행력이 만족도와 성취도의 중요한 예언치로 작용한다는 많은 선행연구들의 연구결과를 지지하고 있다. 또한 공무원의 온라인 직무교육에 대한 만족도에는 참여동기 변인이, 성취도에는 성취동기 변인이 중요한 요인으로 작용함을 알 수 있다. 따라서 공무원의 온라인 직무교육에 있어 참여동기 및 성취동기를 강화할 수 있는 전략이 모색되어야 하며, 무엇보다도 자기조절학습 수행력을 향상시킬 수 있는 학습환경의 조성과 교수학습전략의 설계가 시급히 요구된다.
셋째, 직무몰입 수준에 대한 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력의 예측을 검증하기 위하여 단계적 다중회귀분석을 실시한 결과, 참여동기, 성취동기, 자기조절학습 수행력, 자기효능감이 유의수준 .001에서 직무몰입 수준을 52.7% 설명하고 있는 것으로 나타나 모든 독립변인이 직무몰입 수준의 유의미한 예측변인인 것으로 확인되었다. 이러한 분석결과는 공무원의 직무몰입을 향상시키기 위해서는 공공부문에서 개인의 성취동기, 참여동기, 자기효능감을 비롯한 내적 동기변인들을 강화시킬 수 있는 방법들을 모색하고 이를 강화할 수 있는 교육을 실시해야 할 필요가 있음을 시사한다. 동시에 학습자의 자기조절학습 수행력을 극대화시키기 위해 온라인 직무교육에서 자기조절학습 수행력을 최대한 활용하고 향상시킬 수 있는 학습내용과 학습환경을 구성하고 동시에 이를 극대화할 수 있는 온라인교육의 운영방법을 변화시켜야 할 것이다.
넷째, 직무몰입 수준에 대한 성취도와 만족도의 예측을 검증하기 위하여 다중회귀분석을 실시한 결과, 만족도만이 유의수준 .001에서 직무몰입 수준을 13.9% 설명하고 있는 것으로 나타났으며, 따라서 만족도가 직무몰입 수준의 유의미한 예측변인임이 확인되었다. 이러한 결과는 공무원의 온라인 직무교육에 있어 직무몰입에 영향을 미치는 변인은 성취도가 아니라 해당 학습과정에 대해 개인이 지각하는 만족도임을 알 수 있다. 이는 직무교육과정에 대해 긍정적으로 평가하는 학습자가 자신의 직무에 대해서도 보다 책임감과 애착을 통한 심리적인 일체감을 느끼고 있는 것으로 해석된다.
다섯째, 직무환경에 대한 인식을 매개로 직무몰입 수준에 대한 독립변인들의 예측을 확인한 결과, 유의수준 .001에서 성취동기와 직무몰입, 참여동기와 직무몰입, 자기효능감과 직무몰입, 자기조절학습 수행력과 직무몰입의 관계에 있어 직무환경에 대한 인식이 부분매개를 하는 것으로 나타났다. 또한 직무환경에 대한 인식을 매개로 직무몰입 수준에 대한 성취도와 만족도의 예측을 확인한 결과, 유의수준 .001에서 성취도와 직무몰입, 만족도와 직무몰입의 관계에서 직무환경에 대한 인식이 부분매개를 하는 것으로 나타났다. 본 연구결과는 공공부문의 관료적인 분위기와 교육훈련적 시각을 기본으로 하는 학습자에 대한 통제, 행정적 제약, 그리고 학습에 대한 기본적 인식의 전환이 이루어져야 함을 시사한다. 따라서 행정이 우선시되는 행정적 시각에서 교육을 바라볼 것이 아니라, 교육훈련의 내용이 직무에 최대한 적용될 수 있는 조직문화와 학습분위기, 그리고 직무환경의 형성이 요구된다.
본 연구는 공무원의 온라인 직무교육의 효과를 극대화하고 직무교육의 궁극적 목표를 달성하는데 실제적이고 구체적인 동기유발전략 및 교수전략의 기초자료를 제공하고자 하는 목적에서 이루어졌다. 따라서 기존 선행연구에서 성취도와 만족도에 영향을 미친다고 검증되었던 변인들이 대학이나 기업체와는 다른 공무원의 온라인교육환경에서 얼마나 부합하는지를 검토하고자 하였다. 나아가 온라인 직무교육의 만족도와 성취도, 그리고 직무몰입에 대한 공무원의 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력의 예측과 직무몰입 수준에 대한 직무교육의 만족도와 성취도의 예측을 실증적으로 종합 분석·규명하였다. 그 결과 본 연구는 공무원의 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력과 학습효과와의 관계 뿐만 아니라 직무몰입 수준과의 관계를 측정할 수 있는 틀을 제공하였다는 점에서 의의가 있다.
본 연구의 결과를 바탕으로 후속연구에 대한 제언을 하면 다음과 같다.
첫째, 본 연구에서 설정한 변인들은 성취도를 제외하고 모든 변인을 객관적인 자료가 아닌 자기평가자료(self-report)에 의존했기 때문에, 방법에 의한 변량(shared method variance)을 공유하여 변인간의 관계가 실제보다 높게 추정되었을 수 있다. 따라서, 후속연구에서는 관찰, 인터뷰와 초점집단인터뷰(FGI) 등의 질적 연구와 상사나 동료에 의한 다면평가에 의한 보다 객관적인 준거들을 통합적으로 활용하여 관계 및 예측연구를 수행해야 할 필요가 있다.
둘째, 본 연구는 최종 종속변인이 직무몰입임에도 불구하고 직무몰입에 대한 검사도구의 비중이 다른 변인들에 비해 상대적으로 낮다는 단점이 있다. 따라서, 후속연구에서는 직무몰입을 보다 포괄적이고 자세하게 함축할 수 있는 검사도구의 보완이 필요하다 하겠다. 또한 직무몰입 수준에는 다양한 외적인 상황들이 영향을 미칠 수 있으나 본 연구에서는 직무환경을 제외한 외적 상황변인들이 제한되어 있다. 따라서 직무몰입 수준에 영향을 미칠 수 있는 다양한 외적인 상황요인들을 고려한 후속연구가 수반되어져야 할 것이다.
셋째, 본 연구에서 제시된 분석의 틀은 공무원의 동기변인 및 자기조절학습 수행력과 공무원 온라인 직무교육의 학습효과(성취도, 만족도), 그리고 직무몰입 수준 사이의 일방향적인 인과관계를 가정하여 변인들 상호간에 있을 수 있는 많은 관계를 고려하지 못하는 한계가 있다. 따라서 후속연구에서는 관련변인간의 구체적인 인과관계를 파악할 수 있도록 다양한 관계를 설정하여 어떠한 연구모형과 분석틀이 가장 적합한지를 규명해내는 연구가 필요할 것으로 사료된다.
넷째, 공공부문에 있어 본 연구에서 설정한 독립변인들인 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력들에 영향을 주는 구체적 요인들을 실증적으로 규명하는 연구가 수행되어야 한다.
다섯째, 공무원의 온라인 직무교육에 있어 활용할 수 있는 구체적인 성취동기 전략, 참여동기 전략, 자기효능감 전략, 그리고 자기조절학습 수행 전략들을 규명하는 연구가 이루어져야 할 것으로 사료된다. 왜냐하면 이러한 연구결과는 공무원의 역량을 강화할 수 있는 온라인 직무교육에 있어 보다 구체적이고 실질적인 자료가 될 수 있기 때문이다.

목차 (Table of Contents)

• 목차
• 논문개요 = ⅶ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 4
• C. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 9
• A. 공무원 교육훈련에 있어서의 온라인 직무교육 = 9
• 1. 지식정보사회에서 공무원교육훈련의 의의 = 9
• 2. 공무원 직무교육의 의의 및 역할 = 10
• 3. 공무원의 온라인 직무교육 = 12
• 4. 온라인 직무교육의 만족도와 성취도 = 16
• B. 학습과 직무몰입 = 21
• 1. 몰입의 개념과 특징 = 21
• 2. 학습과 몰입의 관계 = 24
• 3. 직무몰입 = 27
• 4. 직무몰입 영향요인관련 모형 = 31
• C. 직무교육과 직무몰입에 영향을 미치는 요인 = 38
• 1. 성취동기 = 38
• 2. 참여동기 = 43
• 3. 자기효능감 = 49
• 4. 자기조절학습 수행력 = 53
• 5. 직무환경에 대한 인식 = 60
• D. 관련 선행연구 = 67
• 1. 성취동기 관련연구 = 67
• 2. 참여동기 관련연구 = 70
• 3. 자기효능감 관련연구 = 73
• 4. 자기조절학습 수행력 관련연구 = 76
• 5. 만족도와 성취도 관련연구 = 78
• 6. 직무환경에 대한 인식 관련연구 = 81
• 7. 직무몰입 관련연구 = 84
• Ⅲ. 연구방법 = 87
• A. 연구대상 = 87
• B. 연구도구 = 89
• C. 연구설계 = 97
• D. 연구절차 = 98
• E. 자료분석 = 101
• Ⅳ. 연구결과 = 104
• A. 연구대상자의 특성 = 104
• B. 주요 변인간 상관관계 = 107
• C. 인구통계학적 개인특성에 따른 성취동기, 참여동기, 자기효능감, 자기조절학습 수행력, 성취도, 만족도, 직무몰입, 직무환경에 대한 인식의 차이 = 111
• D. 만족도에 대한 독립변인의 다중회귀분석 = 127
• E. 성취도에 대한 독립변인의 다중회귀분석 = 130
• F. 직무몰입 수준에 대한 독립변인의 다중회귀분석 = 133
• G. 직무몰입 수준에 대한 성취도와 만족도의 다중회귀분석 = 137
• H. 직무환경 인식의 매개역할에 대한 다중회귀분석 = 139
• I. 직무교육 사전사후 직무몰입 수준의 차이 = 145
• Ⅴ. 결론 및 제언 = 147
• A. 논의 및 결론 = 147
• B. 제언 = 157
• 참고문헌 = 161
• 부록 = 189
• ABSTRACT = 203

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