불안 및 동기에 따른 정보처리 학습기술의 피드백이 학업성취에 미치는 효과 = (The) effects of study skill feedback based on motivation and anxiety on academic achievement

다국어 초록 (Multilingual Abstract)

The aims of the study were to investigate the effects of study skill feedback on academic achievement specially focused on anxiety and motivation. For these aims, three targets were established: (1) how the study skill affects academic achievement (2) how the feedback of study skill affects academic achievement. (3) how the anxiety level interacts the feedback of study skill, and affects academic achievement. (4) how the motivation type(autonomous vs. social) and level interact the feedback of study skill, and affects academic achievement.
The number of participants were 113, who took part in psychology classes. 85 of the participants were trained on the study skill, among them 45 were given with the feedback depending on their study skill,
Experimental design was 3(study skill training with feedback, without feedback and no training) x 2(high level of anxiety, low level of anxiety) x 2(social motivation, autonomous motivation) factorial design. The results were analyzed with SPSS for windows 10.0.
The results were as follows:
(1) Study skill training improved academic achievement: the group with feedback of study skill got higher score than the group without feedback did.
(2) There was no interaction of the feedback of study skill and anxiety.
(3) There was an interaction of the feedback of study skill and autonomous motivation: in the low level of autonomous motivation, the feedback of study skill improved academic achievement. On the other hand, in the high level of autonomous motivation the feedback did get no effects
(4) In the case of social motivation, there was only main effect: the academic achievement of high social motivation was better than that of low social motivation.
The implications of this study are like this: the study skill training with feedback is more effective, and this feedback might get an different impact depending on individual differences. To apply the study skill to the field, the feedback of study skill and individual differences, such as motivation and anxiety should be considered.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 학습 기술 = 7
• 1) 정보처리 학습기술 = 7
• 2) 학습기술의 연구 동향 = 9
• 3) 학습기술과 시험불안 = 11
• 2. 동기 = 13
• 1) 동기의 구조 = 13
• 2) 자기 결정성 이론(Self-Determination Theory, SDT) = 15
• 3) 내적 동기(자율적 동기) = 17
• 4) 외적 동기(사회적 동기) = 21
• 5) 학습동기와 학습기술 = 24
• 3. 불안 = 26
• 1) 시험 불안 = 26
• 2) 시험불안과 정보처리 = 28
• 4. 피드백 = 30
• Ⅲ. 연구모형과 가설 = 32
• 1. 연구 모형 = 32
• 2. 연구 가설 = 33
• Ⅳ. 연구 방법 = 37
• 1. 연구 대상 = 37
• 2. 검사 도구 = 38
• 1) 학업 성취도 검사 = 38
• 2) 정보처리 학습기술 검사 = 39
• 3) 시험 불안 = 40
• 4) 학습동기 검사 = 40
• 3. 실험 설계 및 절차 = 41
• 1) 실험 설계 = 41
• 2) 실험 절차 = 42
• 4. 자료의 처리 및 분석 = 43
• 5. 예비 연구 = 44
• 1) 대상 = 44
• 2) 측정 도구 = 44
• 3) 결과 = 45
• 6. 동질성에 대한 사전검사 = 47
• Ⅴ. 연구 결과 = 48
• 1. 정보처리 학습기술 훈련이 학업성취에 미치는 효과 = 48
• 2. 피드백 유무, 불안수준, 자율적 동기가 학업성취에 미치는 효과 = 50
• 3. 자율적 동기가 높은 경우의 집단 간 주효과 검증 = 54
• 4. 자율적 동기가 낮은 경우의 집단 간 주효과 검증 = 54
• 5. 피드백 유무, 불안수준, 사회적 동기가 학업성취에 미치는 효과 = 56
• Ⅵ. 논의 및 결론 = 59
• 1. 결과 해석 및 논의 = 59
• 2. 연구의 문제점 = 67
• 참고문헌 = 68
• Abstract = 84
• 부록 = 86