대학생의 완벽성향과 학습몰입도의 관계

국문 초록 (Abstract)

본 연구는 개인의 성격특성인 완벽성향이 학습에 몰두하는 상태인 학습몰입도에 어떠한 영향을 미치는지 살펴보고자 하였다. 완벽성향에 대한 선행연구들의 연구대상 중·고등학생 또는 학부모가 대부분 이였다. 그리하여 본 연구의 표집대상을 춘천시에 위한 대학교에 재학 중인 대학생417명을 대상으로 하였다.
대학생의 완벽성향을 측정하기 위하여 Hewitt과 Flett이 개발한 것을 재구성하여 사용하였다. 학습몰입도를 측정하기 위하여 김아영·탁하얀·이채희(2010)가 개발한 성인용 학습몰입 척도를 사용하였다.
연구결과에 대한 자료처리는 응답자의 성별과 전공계열별 차이검증을 위하여 독립표본 t-검증과 일원변량분석(one-way ANOVA)을 실시하였고, 완벽성향과 학습몰입도와의 관계를 검증하기 위해 Pearson의 상관분석과 중다회귀분석(Multiple Regression Analysis)를 실시하였다.
연구결과는 다음과 같다.
대학생의 완벽성향은 성별과 전공계열별로 유의미한 차이를 보이지 않았다. 반면, 학습몰입도의 하위요인 9가지 중 명확한 목표는 남자보다 여자가 더 명확한 목표를 지각하는 것으로 나타났다. 과제집중과 통제감, 자의식 상실은 남자가 여자보다 높은 것으로 나타났다.
대학생의 완벽성향과 학습몰입도의 상관관계 분석 결과, 자기지향적 완벽성향은 학습몰입도의 9가지 하위요인 중 도전-기술 균형, 명확한 목표, 구체적 피드백, 행동-지각 일치, 변형된 시간감각요인들에 긍정적인 영향을 미쳤다. 사회적으로 부과된 완벽성향은 학습몰입도의 하위요인 중 도전-기술 균형요인은 부정적인 영향을 미쳤고, 구체적 피드백과 자의식 상실은 긍정적인 영향을 미치는 것으로 나타났다.
이와 같은 연구 결과는 학습에 몰입할 수 있는 다양한 잠재적 요인 중 개인의 성격특성인 완벽성향이 대학생의 학습몰입도에 영향을 미친다는 점이 시사되었다. 특히 완벽성향 중 대학생의 학습몰입도를 증진시키기 위해서는 자신에게 일정한 기준을 부과하고 그것을 달성하기 위해서 노력하는 자기지향적인 완벽성향을 격려해야 할 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the relationship between perfectionism and flow state of university students. Most of prior studies examined this relationship intended for middle and high school students or their parents. The sample consisted of 417 university students in Chuncheon.
The scales for measuring perfectionism were adopted from Hewitt and Flett and the scales for flow state were from Kim, A young, Tag, Ha yan, Lee, Chae hee(2010). T-test and one-way ANOVA were used to investigate difference by respondents' sex and major affiliation. Pearson's correlation analysis and multiple regression analysis were used to investigate the relationship between perfectionism and flow state.
Findings from this study were as follows;
Significant difference by respondents' sex and major affiliation did not significant. On the other hand, it was shown that women had higher definite purpose of 9 sub factors of flow state more than men. Men perceived more task concentration, controllability and loss of self consciousness than women.
Also, It was shown that self-oriented perfectionism affected challenge skill balance, definite purpose, specific feedback, action-perception agreement, and transformed time sense factors with the correlation analysis of perfectionism and flow state. Only three factors of socially-assigned perfectionism affected flow state. It affected challenge-skill balance negatively while had an positive impact on specific feedback and loss of self-consciousness.
This study academically contributes to the educational psychology field by finding the fact that perfectionism had an impact on university student's flow state. This study suggests that society and significant others should create the environment that allows students to set standards for themselves because students will be able to improve the flow state of their study in that circumstances.

목차 (Table of Contents)

• 국문초록 ························································································· ⅰ
• 목차 ······························································································· ⅲ
• 표목차 ··························································································· ⅴ
• Ⅰ. 서 론 ··························································································· 1
• 1. 연구의 필요성 및 목적 ·························································· 1
• 2. 연구문제 ·················································································· 4
• Ⅱ. 이론적 배경 ··············································································· 5
• 1. 완벽주의 ·················································································· 5
• 가. 완벽성의 개념 ····································································· 5
• 나. 완벽주의의 특징 ································································· 6
• 다. 완벽주의의 차원 ································································· 8
• 2. 학습몰입도 ············································································· 12
• 가. 몰입의 개념 ······································································· 12
• 나. 몰입의 차원 ········································································ 14
• 다. 몰입상태 측정 ··································································· 17
• 3. 완벽주의와 학습몰입도의 관계 ··········································· 19
• Ⅲ. 연구방법 ·················································································· 21
• 1. 연구대상 ················································································· 21
• 2. 측정도구 ················································································· 22
• 가. 완벽성향척도 ····································································· 22
• 나. 학습몰입척도 ····································································· 23
• 3. 자료처리 ················································································ 27
• Ⅳ. 연구결과 및 해석 ··································································· 28
• 1. 완벽성향에 대한 대학생의 배경변인별 차이 분석 ········· 28
• 2. 학습몰입도에 대한 대학생의 배경변인별 차이 분석 ····· 30
• 3. 대학생의 완벽성향과 학습몰입도의 관계 분석 ·············· 39
• 4. 학습몰입도에 대한 완벽성향의 효과분석 ······················· 40
• Ⅴ. 논의 ··························································································· 45
• Ⅵ. 결론 및 제언 ············································································ 48
• 1. 결론 ························································································ 48
• 2. 제언 ························································································ 49
• 참 고 문 헌 ····················································································· 50
• ABSTRACT ··················································································· 54
• 부 록 ························································································· 56