사교육이 아동의 학습동기와 스트레스에 미치는 영향 = Effect of private education on learning motivation and stress

국문 초록 (Abstract)

본 연구의 목적은 사교육이 아동의 학습동기와 스트레스에 미치는 영향에 대하여 알아보고자 하는 것이다. 이를 위해 사교육의 형태와 사교육을 수강하는 개수, 사교육을 통하여 수강 중인 과목의 수와 유형, 사교육을 수강하는 동기에 따라서 집단을 분류하였으며, 이들 집단간의 학습동기와 스트레스 수준을 비교하였다. 사교육은 학원, 과외, 학습지의 형태로 구분하였고, 학습동기는 내적만족, 과제도전, 자기조절 효능감의 하위 요인으로 나누었으며, 스트레스는 공부문제, 가정문제, 학교생활, 심리성격의 하위 분야로 나누어 살펴보았다. 위의 과제를 해결하기 위하여 수원에 소재한 Y초등학교 5.6학년 아동들 461명을 대상으로 하였고, 질문지를 통해 얻어진 자료는 평균, 표준편차, t 검증, F 검증을 통하여 분석하였다.본 연구의 주요 결과를 요약하면 다음과 같다.첫째, 성별, 학년 별 학습동기 수준을 비교하면 학습동기 전체에 대하여 여자가 남자보다 높고, 하위 요인 중 내적만족이 여자가 남자보다 더 높았다. 학년 별로 비교를 해보면 전체적인 학습동기는 유의미한 차이가 없으나, 하위 요인 중 내적 만족도가 6학년이 5학년보다 높은 것으로 나타났다. 사교육의 수강유형에 따른 집단분류에서 학습동기 전체에서는 유의미한 차이가 없었고, 하위 요인 중 학원, 과외, 학습지를 모두 수강하는 아동의 자기조절이 가장 높은 것으로 나타났다. 사교육의 수강개수에 따른 집단 분류에서는 학습동기전체에서 보았을 때, 3개를 모두 수강하는 아동이 가장 높았고, 하위 요인 중 자기조절 효능감도 3개를 모두 수강하는 아동이 가장 높은 것으로 나타났다.수강과목의 유형과 개수에 따른 집단분류에서는 학습동기전체나 하위 요인에서 유의미한 차이가 없었다.둘째, 성별․ 학년별 스트레스 수준을 비교하여 보면 가정문제, 학교문제, 심리성격 부분에서 남자가 여자보다 스트레스 수준이 더 높았고, 5학년이 6학년보다 스트레스 수준이 전반적으로 높은 것으로 나타났다. 사교육 유형과 수강개수에 따른 집단 분류에서는 학원, 과외, 학습지를 모두 수강하는 아동의 전체적인 스트레스 수준이 가장 높은 것으로 나타났다. 수강중인 과목유형에 따른 집단 분류에서는 스트레스 수준이 차이나지 않았고, 과목 수에 따른 집단 분류에서는 수강과목수가 많을수록 전제적인 스트레스 수준이 높은 것으로 나타났다.셋째, 사교육 수강동기에 따른 학습동기를 비교하여 보면 학습동기 전체로 보았을 때, ‘내가 하고 싶어서’ 사교육을 수강하는 아동들의 학습동기 수준이 가장 높았고, ‘부모가 시켜서’ 사교육을 수강하는 아동들의 학습동기 수준이 가장 낮은 것으로 나타났다. 사교육 수강동기에 따른 스트레스를 비교하여 보면 스트레스 전체로 보았을때, ‘친구가 다니니까’라고 답한 아동들의 스트레스 수준이 가장 높고, ‘내가 하고 싶어서’라고 답한 아동들의 스트레스 수준이 가장 낮은 것으로 나타났다. 이상과 같은 연구결과들을 종합해 볼 때 아동들의 적정 스트레스 수준을 유지하면서 개인의 특성을 고려한 사교육이 필요함을 알 수 있고, 부모의 권유나 친구의 압력이 아닌 스스로의 동기에 의하여 사교육을 수강하는 아동들의 학습동기 수준과 스트레스 수준이 가장 바람직함을 알 수 있다.

다국어 초록 (Multilingual Abstract)

This study is mainly focusing on the effect of private education on learning motivation and stress. In this study, the subjects were grouped and compared, based on the types and the numbers of private education, and lessons and what motivation they have. Private education consisted of academies, private tutoring, and self-study workbook and Learning motivation had intrinsic satisfaction, task challenge level, self-regulatory efficacy. And stress was composed of learning, family and school, and personality problems.To test the hypotheses of this study, 461 subjects of 5th and 6th graders at Y elementary school were sampled and all the data were tested through t-test and one-way anova.The results of this test are as follows:Firstly, considering the gender and the grade, the level of learning motivation of the female students was higher than that of male students. In the sub-factors of learning motivation, the level of intrinsic satisfaction of the female students was higher. Regarding the learning motivation level between the grades, no significant difference was found. However, the level of intrinsic satisfaction of the 6th graders was higher than that of 5th graders.There was no significant difference in the types of private education, but the students taking all types had the highest level of self-regulatory efficacy. Regarding the numbers, the students taking all types had the highest level of learning motivation and self-regulatory efficacy. There was no significant difference with regard to the types and the numbers of lessons.Secondly, the level of stress in learning, family and school, and personality problems was higher to the male students than to the female students and to the 5th graders than 6th graders. The students taking all types of private education had the highest level of stress and no significant difference was found in the types of lessons. However, the higher the number of lessons was, the higher the level of stress of the students was.Thirdly, when it comes to motivation, the ''''Because I want'''' students had the highest level of learning motivation, and the ''''My parents want'''' students had the lowest level of learning motivation. While the ''''My friends take the private lesson, so I do the same'''' students had the highest level of stress, the ''''I want'''' students had the lowest level of students.In summary, it can be concluded that before parents decide to have students take the private lessons, something such as students'''' characteristics or learning motivations should be considered not to make students stressed. Furthermore, when the students take the private lessons because they want them, the stress level is reasonable and bearable This study is mainly focusing on the effect of private education on learning motivation and stress. In this study, the subjects were grouped and compared, based on the types and the numbers of private education, and lessons and what motivation they have. Private education consisted of academies, private tutoring, and self-study workbook and Learning motivation had intrinsic satisfaction, task challenge level, self-regulatory efficacy. And stress was composed of learning, family and school, and personality problems.To test the hypotheses of this study, 461 subjects of 5th and 6th graders at Y elementary school were sampled and all the data were tested through t-test and one-way anova.The results of this test are as follows:Firstly, considering the gender and the grade, the level of learning motivation of the female students was higher than that of male students. In the sub-factors of learning motivation, the level of intrinsic satisfaction of the female students was higher. Regarding the learning motivation level between the grades, no significant difference was found. However, the level of intrinsic satisfaction of the 6th graders was higher than that of 5th graders.There was no significant difference in the types of private education, but the students taking all types had the highest level of self-regulatory efficacy. Regarding the numbers, the students taking all types had the highest level of learning motivation and self-regulatory efficacy. There was no significant difference with regard to the types and the numbers of lessons.Secondly, the level of stress in learning, family and school, and personality problems was higher to the male students than to the female students and to the 5th graders than 6th graders. The students taking all types of private education had the highest level of stress and no significant difference was found in the types of lessons. However, the higher the number of lessons was, the higher the level of stress of the students was.Thirdly, when it comes to motivation, the ''''Because I want'''' students had the highest level of learning motivation, and the ''''My parents want'''' students had the lowest level of learning motivation. While the ''''My friends take the private lesson, so I do the same'''' students had the highest level of stress, the ''''I want'''' students had the lowest level of students.In summary, it can be concluded that before parents decide to have students take the private lessons, something such as students'''' characteristics or learning motivations should be considered not to make students stressed. Furthermore, when the students take the private lessons because they want them, the stress level is reasonable and bearable