고등교육기관 성인학습자의 자기주도 학습능력 관련 변인들 간의 관계구조 분석 = (An) analysis of the structural relations among variables connected with self-directed learning ability of adult learners in higher educational institutions

국문 초록 (Abstract)

본 연구는 고등교육기관 성인학습자의 비판적 사고, 탄력성, 동기가 자기주도 학습능력에 미치는 영향을 분석하고 이들 변수들이 자기주도 학습능력과 어떻게 구조적인 관계를 형성하는지 고찰하는데 그 목적을 두었다. 본 연구의 목적을 달성하기 위한 연구문제는 “고등교육기관 성인학습자의 비판적 사고, 탄력성, 동기와 자기주도 학습능력 간의 구조적 관계는 어떠한가?”이다. 연구문제를 규명하기 위한 구체적인 가설은 다음과 같다.
첫째, 고등교육기관 성인학습자의 비판적 사고는 자기주도 학습능력에 직접적인 영향을 미칠 것이다. 둘째, 고등교육기관 성인학습자의 탄력성은 자기주도 학습능력에 직접적인 영향을 미칠 것이다. 셋째, 고등교육기관 성인학습자의 동기는 자기주도 학습능력에 직접적인 영향을 미칠 것이다. 넷째, 고등교육기관 성인학습자의 비판적 사고는 동기를 통하여 자기주도 학습능력에 간접적인 영향을 미칠 것이다. 다섯째, 고등교육기관 성인학습자의 탄력성은 동기를 통하여 자기주도 학습능력에 간접적인 영향을 미칠 것이다.
연구방법으로는 7개 대학의 대학생과 대학원생을 대상으로 설문조사를 실시하여 416부를 분석에 사용하였고, 분석방법으로는 신뢰도분석, 요인분석, 구조방정식 모형분석 등을 사용하였으며, 연구결과는 다음과 같다.
첫째, 고등교육기관 성인학습자의 비판적 사고는 자기주도 학습능력에 직접 영향을 미치지 않는 것으로 나타났다. 둘째, 고등교육기관 성인학습자의 탄력성은 자기주도 학습능력에 직접 영향을 미치지 않는 것으로 나타났다. 셋째, 고등교육기관 성인학습자의 동기는 자기주도 학습능력에 대해 정(+)의 영향을 미치는 것으로 나타났다. 넷째, 고등교육기관 성인학습자의 비판적 사고는 동기를 매개로 하여 자기주도 학습능력에 대하여 간접적인 영향을 미치는 것으로 나타났다. 다섯째, 고등교육기관 성인학습자의 탄력성은 동기를 매개로 하여 자기주도 학습능력에 대하여 간접적인 영향을 미치는 것으로 나타났다.
결론적으로 고등교육기관 성인학습자의 자기주도 학습능력을 제고하기 위해서는 첫째, 자기주도 학습능력에 직접적으로 영향을 주는 동기와 간접적으로 영향을 주는 비판적 사고와 탄력성의 수준을 높여야 한다. 즉, 성인학습자들이 적극적이고 능동적인 사고방식과 비판적으로 사고할 수 있는 태도를 갖도록 하고, 자기인식과 목적을 뚜렷이 하고 타인과의 효과적인 의사소통과 협동을 통하여 탄력성을 높일 수 있도록 하며, 성인학습자 스스로가 동기가 부여될 수 있도록 촉진하는 것이 필요하다. 둘째, 비판적 사고, 탄력성, 동기가 통합적인 차원에서 자기주도 학습능력에 영향을 미치고 있으므로 고등교육기관 성인학습자의 자기주도 학습능력을 제고하기 위해서는 이들 차원을 아우르는 통합적인 조력 프로그램이 필요하다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the effect of such variable factors as critical thinking, resiliency, motivation of adult learners in higher educational institutions on the self-directed learning ability and inquire how such variables form structural relationship with self-directed learning ability. To achieve the given task to the fullest, the above variables and all the related issues have been thoroughly reviewed by scrutinizing various empirical data sources. The study question to that effect is “what is the structural relationship of the above variables with self-directed learning ability?” The specific study hypotheses to clarify the above study question are as follows:
First, the critical thinking of adult learners in higher educational institutions will have a direct influence on self-directed learning ability. Second the resiliency of adult learners in higher educational institutions will have a direct influence on self-directed learning ability. Third, the motivation of adult learners in higher educational institutions will have a direct influence on self-directed learning ability. Fourth, the critical thinking of adult learners in higher educational institutions will influence the self-directed learning ability while the motivation acting as an intermediary force. Finally, the resiliency of adult learners in higher educational institutions will influence the self-directed learning ability while the motivation acting as an intermediary force.
A questionnaire was conducted to help with the research. A total number of 416 current adult learners from 7 universities responded to the questionnaire. For the exact estimation of the hypothesized structural equation model, the collected data were analyzed via AMOS 18.0, a statistical program for structural equation modeling.
The major findings of this study are as followings:
First, the critical thinking of adult learners in higher educational institutions does not have a direct effect on self-directed learning ability. Second the resiliency of adult learners in higher educational institutions does not have a direct effect on self-directed learning ability. Third, the motivation of adult learners in higher educational institutions has a direct effect on self-directed learning ability. Fourth, the critical thinking of adult learners in higher educational institutions indirectly affects the self-directed learning ability when the motivation acts as an intermediary force. Finally, the resiliency of adult learners in higher educational institutions has the same indirect effect on the self-directed learning ability while the motivation acts as an intermediary force.
In conclusion, these findings clearly imply that the critical thinking, resiliency, motivation can be very critical variables to enhance self-directed learning ability of adult learners in higher educational institutions. Therefore, adult educators should not only develop the critical thinking ability and resiliency, but also improve motivation of adult learners in higher educational institutions. Especially, it is strongly recommended to develop and offer a systematically integrated support program for adult learners in higher educational institutions to tap their self-directed learning ability to the fullest.

목차 (Table of Contents)

• 국문초록 vii
• ABSTRACT ix
• 제 1 장 서론 1
• 1.1 연구 필요성 및 목적 1
• 1.2 연구 문제 8
• 1.3 용어의 정의 8
• 1.4 연구의 범위 및 제한점 10
• 제 2 장 문헌 고찰 12
• 2.1 성인학습자의 자기주도 학습능력 12
• 2.1.1 자기주도학습의 개념 12
• 2.1.2 자기주도학습의 구성요인 16
• 2.1.3 자기주도학습 모형 20
• 2.2 성인학습자의 비판적 사고 30
• 2.2.1 비판적 사고의 개념 30
• 2.2.2 비판적 사고의 구성요인 35
• 2.2.3 자기주도학습에 있어서 비판적 사고의 역할 36
• 2.3 성인학습자의 탄력성 43
• 2.3.1 탄력성의 개념 43
• 2.3.2 탄력성의 구성요인 46
• 2.3.3 탄력적인 개인의 특징 48
• 2.3.4 자기주도학습에 있어서 탄력성의 역할 51
• 2.4 성인학습자의 동기 57
• 2.4.1 동기의 개념 57
• 2.4.2 동기의 구성요인 64
• 2.4.3 자기주도학습에 있어서 동기의 역할 70
• 2.5 비판적 사고, 탄력성, 동기 및 자기주도 학습능력의 관계 74
• 2.5.1 비판적 사고와 자기주도 학습능력의 관계 74
• 2.5.2 탄력성과 자기주도 학습능력의 관계 76
• 2.5.3 동기와 자기주도 학습능력의 관계 81
• 2.5.4 비판적 사고, 동기, 자기주도 학습능력의 관계 84
• 2.5.5 탄력성, 동기, 자기주도학습 능력의 관계 87
• 2.5.6 연구모형 및 가설 설정 90
• 제 3 장 연구 방법 92
• 3.1 연구대상 92
• 3.2 측정도구 94
• 3.2.1 비판적 사고 척도 95
• 3.2.2 탄력성 척도 95
• 3.2.3 동기 척도 95
• 3.2.4 자기주도 학습능력 척도 96
• 3.2.5 타당도 검정 97
• 3.3 자료수집 절차 106
• 3.4 자료분석 106
• 제 4 장 연구 결과 및 논의 108
• 4.1 관측변수 간의 상호상관행렬 및 기술 통계치 108
• 4.2 측정모형 분석 110
• 4.2.1 측정모형의 확인요인분석 112
• 4.2.2 측정모형의 신뢰성과 타당성 113
• 4.3 구조모형 분석 116
• 4.3.1 구조모형의 적합도 평가 116
• 4.3.2 구조모형의 경로계수 116
• 4.3.3 모형수정 및 최종 구조모형 설정 120
• 4.3.4 최종 구조모형의 경로계수 및 다중상관치 123
• 4.3.5 최종 구조모형의 경로계수 효과의 분해 126
• 4.3.6 논의 128
• 제 5 장 요약, 결론 및 제언 141
• 5.1 요약 141
• 5.2 결론 및 제언 143
• 참고문헌 147
• 부 록 172

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