自我槪念·學校態度·敎師期待知覺이 學校學習動機에 미치는 影響 = (An) analytical study on the effects of self-concepts, school-related attitudes and perceived teacher-expectations for school-learning motivation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to clarify the effects of independent variables, which were school learners' self-concept, school-related attitudes, and perceived teacher-expectations on the dependent variable, school-learning motivation. To achieve the purpose of this study the following hypotheses were established on the basis of theoretical background.
1. The higher class of students' self-concepts, school-related attitudes, perceived teacher-expectation will be significantly higher in school- learning motivation.
2. Self-concepts, school-related attitudes, perceived teacher-expectation and school-learning motivation will have significant correlation respectively.
3. Self-concept, school-related attitudes and perceived teacher-expectation will have significant effects on their school-learning motivation. The subjects of this study were 1000 male and female middle school learners for all over the nation sampled randomly and of whom, 882 were finally analyzed. The scales used in this study were 『Self-Concept Scale』(Kim, Yong-rae, 1995), 『School-Related Attitudes Scale』(Kim, Yong-rae & Lee Hye-won, 1996), 『Perceived Teacher-expectation Scale』 (Park, Yong- bae, 1993) and 『School-Learning Motivation Scale』(Kim, Yong-rae, 1995). And the data was analyzed t-test, Pearson's correlation, Partial correlation, Multiple regression through SPSS/WIN 8.0 program.
The findings and results were as follows:
First, The upper class of students' self-concepts were significantly higher than the low class in their school-learning motivation. In the sub-factors of self-concepts, so it were. And the upper class of students' school-related attitudes were significantly higher than the low class in their school-learning motivation. In the sub-factors of school-related attitudes, so it were. Another, the upper class of students' perceived teacher-expectations were significantly higher than the low class in their school-learning motivation. In the sub-factors of perceived teacher-expectations, so it were.
Second, Self-concepts, school-related attitudes, perceived teacher- expectation and school-learning motivation had significant positive relations respectively. It were so in the variables' sub-factors.
Third, Self-concept, school-related attitudes and perceived teacher- expectation had significant influences on the learners' school-learning motivation. That is, self-concepts, school-related attitudes and perceived teacher-expectation were combined influences on the learners' school-learning motivation significantly. Particularly, subject-matters self-concept, school-instruction attitude, perceived teacher-expectation of achievement, and moral self-concept had major effects on school-learning motivation.

목차 (Table of Contents)

• 목차
• 國文抄錄 = i
• I. 序論 = 1
• A. 問題의 提起 = 1
• B. 硏究의 目的 = 9
• II. 理論的 背景 = 12
• A. 硏究變因의 槪念 = 12
• B. 硏究變因間의 關係 = 38
• C. 硏究假說 = 48
• III. 硏究의 方法 = 49
• A. 硏究의 對象 = 49
• B. 硏究의 道具 = 50
• C. 資料의 處理 = 54
• IV. 結果分析 및 論議 = 56
• A. 自我槪念·學校態度·敎師期待知覺 水準別 學校學習動機의 差異分析 = 58
• B. 自我槪念·學校態度·敎師期待知覺 및 學校學習動機間의 相關分析 = 65
• C. 自我槪念과 學校態度 및 敎師期待失知覺이 學校學習例動機에 미치는 相對的 寄與度와 綜合的 說明力 分析 = 71
• V. 要約 및 結論 = 82
• A. 要約 = 82
• B. 結論 = 88
• 參考文獻 = 91
• ABSTRACT = 102