교사-학생관계 및 학습동기와 학습몰입간의 구조적 관계 = (The) structural relationship among teacher-student relationships, learning motivation and learning flow

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. Also, it confirmed that verified study model could be identically applied regardless school grade (junior high or senior high) and sex.
In order to reach to the objective, following study subjects were suggested. 1) Structural relations between teacher-student relations, learning motive variable, and learning flow. 2) Multi group analysis according to school grade and sex.
In order to solve research subjects mentioned above, at first yardstick for taking relation measurement of learning flow scale and teacher-student relations scale recognized by students was developed and conveying its validity was performed. For yardstick development, the survey was performed against 230 students of both junior high and senior high school living in Seoul, Gyeonggi on 3rd and 4th week of April, 2011 and total data of 187 students were statistically analyzed which were male 52, female 67 in junior high school, male 35, female 33 in senior high school except 43 which were answered ambiguously or in wrong method among given questionnaires. As the results of exploratory factor analysis and confirmatory factor analysis, in learning flow scale, 9 factors(challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, sense of control, concentration on take at hand, transformation of time, loss of self-consciousness, autotelic experience) with 29 items were verified, and in teacher-student relations scale, 5 factors (sympathy, familiarity, trust, respect, capability) with 21 items were verified.
Structural relations were investigated among verified learning flow measure and teacher-student relations, and affecting variables to learning flow as measures of achievement goal orientation, self-determination motivation, academic self-efficacy. 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, Gyeonggi-do, Chungbuk, Gyeongbuk. Applying two-step approach, at first goodness-of-fit and validity of measurement model was investigated with considering error transpirable in observation variables consisting of latent variables of teacher-student relations, achievement goal orientation, self-determination motivation, academic self-efficacy, learning flow and structural relation model was analyzed. And multi-group analysis was performed in order to find out differences in structural relations models between verified modeling groups (junior high, senior high, sex).
The results of the study in such a procedure are as follows. The teacher-student relation recognized by students was directly 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.
Such results have following educational meanings
At first, the study on learning flow was reported that mainly learning motive variables which is personal internal factor takes important roles. Although it is true that learning motive variable is very important, but relations with teacher is also important variable to learning effect of young people who spend most of time at school. Accordingly, the analysis on structural relations of learning flow with teacher-student relations, achievement goal orientation, self-determination motivation, academic self-efficacy provides theoretical basis about occurrence process of learning flow. And it will help discussing on education program development and training based on this.
At second, the study on teacher-student relations is not active compared with the importance of the relations as we recognizing. This study can be meaningful in experimentally verifying the importance in structure modelling.
At third, meanwhile studies have been carried out separately on relations between learning flow and motive variable, and between learning flow and teacher-student relations. But this study analyzed integrally with learning motive variable and teacher-student relations related to learning flow, and can be generally applied to various areas in life not only to learning environments.

국문 초록 (Abstract)

학습자 중심의 교육이 확산되면서 몰입은 인간의 심리현상을 설명하는 구인으로 학습과정에서 그 중요성이 강조되고 있다. 몰입은 학습자의 학습참여와 성취감 그리고 자존감을 높여 학습효과를 기대 할 수 있다. 이와 같은 학습몰입에 대한 대부분의 연구는 몰입이 주관적인 심리적 상태라는 관점에서 주로 학습동기들과의 관계에 대해 연구되었다. 몰입이 주관적인 심리적 상태라 할지라도 현실적으로 타인이 배제된 개인적 맥락은 설명하기 어렵다. 즉, 관계적 맥락에서 학습몰입의 의미를 찾아볼 필요가 있다는 것이다. 따라서 본 연구에서는 학습몰입에 영향을 미치는 개인내적인 요인뿐만 아니라 개인외적인 요인 간의 구조적 관계를 총체적으로 규명하고자 한다.
이러한 연구의 목적을 달성하기 위해 먼저 변인들을 신뢰롭게 측정할 수 있는 척도를 개발한다. 그리고 학습자의 몰입에 영향을 미치는 개인 내·외적 요인들 간의 관계를 이론적·경험적 틀을 기초로 하여 구조적 관계모형을 설정하고, 구조방정식모형 분석을 통하여 변인들 간의 관계를 명확하게 규명하고자 한다. 마지막으로 검증된 구조적 관계모형이 학교급(중학교, 고등학교)과 성별에 관계없이 동일하게 적용할 수 있는지를 확인한다.
이러한 연구문제를 정리하면 다음과 같다.

연구문제 1. 중·고등학생을 대상으로 학습몰입 및 교사-학생관계 척도를 개발한다.
연구문제 2. 교사-학생관계, 학습동기(성취목표지향성, 학업적 자기효능감, 자기결정성 동기), 학습몰입 간의 구조적 관계를 알아본다.
연구문제 3. 학교급간 그리고 성별에 따라 교사-학생관계, 학습동기(성취목표지향성, 학업적 자기효능감, 자기결정성 동기), 학습몰입 간의 구조적 관계를 알아본다.

각 연구문제에 대한 연구결과는 다음과 같다. [연구문제 1]은 서울과 경기도 소재의 중학교 남자 52명, 여자 67명이며, 고등학교 남자 35명, 여자 33명으로 총 187명의 자료를 통계적으로 분석하였다. 그 결과 학습몰입은 9요인(도전과 능력의 균형, 행위와 인식의 통합, 명확한 목표, 구체적인 피드백, 통제감, 과제에 대한 집중, 시간감각의 왜곡, 자의식 상실, 자기목적적 경험), 29문항이 검증되었고, 교사-학생관계 척도는 5요인(이해공감, 친밀감, 신뢰감, 존중감, 유능감), 21문항이 검증되었다.
[연구문제 2]는 서울, 경기도, 충북, 경북 소재의 중학교 남자 260명, 여자 106명, 고등학교 남자 231명, 여자 270명으로 총 867명의 중·고등학생을 대상으로 분석하였다. 본 연구는 2단계 분석방법(two-step approach)을 적용하여 먼저 측정모형의 적합도와 타당도를 확인한 다음, 구조적 관계모형의 경로를 분석하였다. 이러한 과정으로 진행한 연구 결과를 살펴보면, 학생들이 지각한 교사-학생관계는 성취목표지향성과 학습몰입에 직접적으로 영향을 주고, 성취목표지향성, 학업적 자기효능감, 자기결정성 동기를 매개로 학습몰입에 간접적으로도 영향을 주는 것으로 나타났다. 성취목표지향은 학습몰입에 직접적으로 영향을 주지 않았지만, 학업적 자기효능감 및 자기결정성동기를 통해 간접적으로 영향을 주고, 학업적 자기효능감과 자기결정성 동기는 각각 학습몰입에 직접적으로 영향을 주었다.
[연구문제 3]은 집단 간 비율을 고려하여 중학생과 고등학생 그리고 남녀 각각 200명씩을 random sampling하여 다중집단분석을 실시하였다. 그 결과, 본 연구의 최종 구조적 관계모형은 중·고등학교 및 남녀 집단 모두 동일하게 적용할 수 있는 것으로 나타났다.
이상의 연구결과는 이론적·방법론적·실제적 측면에서 다음과 같은 교육적 의의를 가진다.
첫째, 이론적 측면에서 학습몰입과 학습동기가 관련성이 크다는 것은 사실이지만 학습에 몰입하는 과정에서 교사와 학생의 상호작용에 대한 논의는 간과되어 왔다. 그러나 학교에서 대부분의 시간을 보내는 청소년들에게 교사와의 관계는 학습효과에 중요한 변인이 된다. 따라서 학습몰입을 증진시키기 위해 고려해야 할 변인으로 학습동기 변인뿐만 아니라 교사-학생관계 변인도 충분히 고려해야 함을 밝혔다. 또한, 학습몰입의 발생과정에 대한 이론적 기초를 제공해 주며, 최상의 학습몰입을 이끄는 통합적이고 총체적인 교육 프로그램 개발이나 훈련 등을 논의하는 데 도움을 줄 것이다.
둘째, 방법론적인 측면에서 우리가 인식하고 있는 교사와 학생관계의 중요성에 비해 그에 대한 연구는 상대적으로 미비한 편이다. 본 연구는 구조적 관계모형 속에서 그 중요성을 경험적으로 검증하였다는 점에서 의의를 찾을 수 있으며, 변인들 간의 직·간접 효과와 매개효과의 개별 검증 그리고 그 유의성을 검증함으로써 변인들 간의 관계를 명확하게 해석할 수 있도록 하였다.
셋째, 학습몰입과 관련된 대수의 연구들은 학습몰입과 학습동기, 학습몰입과 교사-학생 관계로 진행되어 왔으나 본 연구는 학습몰입과 관련하여 학습동기들과 교사-학생관계를 통합적으로 분석한 연구로써 학습상황을 넘어서 삶의 다양한 영역에까지 보편적으로 활용될 수 있을 것이다.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 연구문제 = 6
• Ⅱ. 이론적 배경 = 9
• 1. 학습몰입 = 9
• 2. 학습몰입과의 관계 변인 = 17
• 3. 교사-학생관계 및 학습동기들과 학습몰입의 관계 = 31
• 4. 연구모형 = 45
• Ⅲ. 연구방법 = 48
• 1. 연구대상 = 48
• 2. 측정도구 = 49
• 3. 분석방법 = 54
• Ⅳ. 연구결과 = 58
• 1. 측정도구의 타당화 = 58
• 2. 기본자료 분석 = 72
• 3. 측정모형 검증 = 78
• 4. 구조적 관계모형 검증 = 83
• 5. 학교급과 성별에 따른 다중집단 분석 = 96
• Ⅴ. 논의 = 101
• Ⅵ. 결론 = 110
• 참고문헌 = 114
• 부록 1 = 129
• 부록 2 = 131
• ABSTRACT = 139

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