초등학생의 읽기 동기, 읽기 활동 및 읽기 능력간의 구조적 관계

문병상 ( Byung Sang Mun ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.3

The purpose of this study was to investigate the structural relationship among reading motivation, reading activities and reading abilities. The subjects of this study were 270 elementary school students sampled from elementary school in Taegu. The survey instruments used for the study were MRQ(Motivation for Reading Questionnaire), reading activities test, and reading abilities test. The statistical method employed for data analysis was structural equation modeling(SEM) analysis by AMOS 6.0 program. The findings of this study were as follows: First, a goodness of fit of this research model was evaluated as appropriate. Second, the intrinsic and extrinsic reading motivation did directly affect reading activities and reading abilities. A reading activities did directly affect reading abilities. The intrinsic and extrinsic reading motivation did indirectly affect reading abilities through reading activities. Finally, it was discussed about future research directions of reading motivation, reading activities and reading abilities.

인식론적 신념, 성취목표지향성, 자기조절학습 및 학업성취간의 관계

문병상 ( Byung Sang Mun ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.4

The purpose of this study was to investigate the structural relationship among epistemic beliefs, achievement goal-orientation, self-regulated learning and academic achievement. The subjects of this study were 280 elementary school students sampled from elementary school in Taegu. The survey instruments used for the study were epistemic beliefs inventory, achievement goal-orientation test, academic self-regulation test and an academic achievement test. The statistical method employed for data analysis was structural equation modeling(SEM) analysis by AMOS 6.0 program. The findings of this study were as follows: First, a goodness of fit of the adjusted model was evaluated as higher than that of the original model. Second, a sophisticated epistemic beliefs did directly affect achievement goal-orientation, self-regulated learning, and academic achievement. An achievement goal-orientation did directly affect only self-regulated learning and a self-regulated learning did directly affect academic achievement. A sophisticated epistemic beliefs did indirectly affect academic achievement through achievement goal-orientation and self-regulated learning. Finally, it was discussed about future research directions of epistemic beliefs, achievement goal-orientation, self-regulated learning and academic achievement.

교사효능감에 대한 분석적 고찰

문병상 ( Byung Sang Mun ) 대경교육학회 ( 구 우리교육학회 ) 2003 교육학논총 Vol.24 No.2

쓰기 지식, 쓰기 동기, 자기조절학습전략 및 쓰기 능력간의 구조적 관계

문병상 ( Byung Sang Mun ) 한국초등교육학회 2011 초등교육연구 Vol.24 No.1

The purpose of this study was to test the structural relationship among writing knowledge, motivation, self-regulated learning strategies, and writing abilities. The subjects of this study were 350 children sampled from elementary school in Taegu. The survey instruments used for the study were writing knowledge test, motivation test, self-regulated learning strategies test, and writing abilities test. The statistical method employed for data analysis was path analysis by AMOS 6.0 program. The findings of this study were as follows: First, a goodness of fit of the adjusted model was evaluated as higher than that of the original model. Second, a writing motivation did directly affect a self-regulated learning strategies and writing knowledge, motivation, and self-regulated learning strategies did directly affect writing abilities. Third, writing motivation did indirectly affect writing abilities through a self-regulated learning strategies. Finally, it was suggested about educational application and future research directions of writing knowledge, motivation, self-regulated learning strategies, and writing abilities.

고전검사 이론과 문항반응이론을 적용한 인지기능장애 진단도구 검사의 문항 탐색

문병상 ( Byung Sang Mun ),이명자 ( Myung Ja Lee ) 대경교육학회 ( 구 우리교육학회 ) 2002 교육학논총 Vol.23 No.1

인식론적 신념, 자기조절학습 및 학업성적의 구조적 분석

문병상(Byung Sang Mun),고종선(Jong Sun Koh) 한국교육심리학회 2009 敎育心理硏究 Vol.23 No.3

내,외재적 읽기 동기, 자기조절 읽기, 읽기 활동과 읽기 능력의 관계

문병상 ( Byung Sang Mun ) 경북대학교 중등교육연구소 2011 중등교육연구 Vol.59 No.1

본 연구의 목적은 읽기 교육에서 중시되는 내·외재적 읽기 동기, 자기조절읽기, 읽기 활동과 읽기 능력 변인들의 인과 관계 모형을 설정하고 적합한 인과 구조 모형을 탐색하여 검증하는 것이다. 대구시내 중학교 2학년 학생 280명을 대상으로 읽기 동기 검사, 자기조절 읽기 검사, 읽기 활동 검사와 읽기 능력 검사를 실시하여 자료를 수집하였다. 자료 분석은 AMOS 6.0을 활용하여 경로분석을 실시하였다. 분석 결과, χ2의 값을 포함한 χ2/df, TLI, CFI, RMSEA 등의 모든 적합도 지수로 살펴볼 때, 내·외재적 읽기 동기, 자기조절 읽기, 읽기 활동과 읽기 능력 변인들의 인과 관계를 설명하는 연구 모형이 경험적 자료에 적합한 것으로 평가되었다. 내재적 읽기 동기가 자기조절 읽기, 읽기 활동, 그리고 읽기 능력에 통계학적으로 유의미한 정적 영향을 미치나, 외재적 읽기 동기는 자기조절 읽기에 통계학적으로 유의미한 영향을 미치지 못하였다. 자기조절 읽기는 읽기 활동과 읽기 능력에 통계학적으로 유의미한 정적 영향을 미치며, 읽기 활동은 읽기 능력에 통계적으로 유의미한 정적 영향을 미치고 있었다. 이 연구의 결과는 읽기 활동과 읽기 능력을 향상시키기 위해서 읽기 과정에서 읽기에 대한 호기심, 몰두, 중요성, 읽기 효능감, 도전감 등의 내재적 읽기 동기를 활성화시켜야 할 뿐만 아니라 읽기의 전 과정에서 인지 조절, 동기 조절, 행동 조절을 할 수 있는 자기조절 읽기 능력을 강화시켜야 함을 시사하고 있다. The purpose of this study was to investigate the relationship among extrinsic-intrinsic reading motivation, self-regulated learning, reading activities and reading abilities. The subjects of this study were 280 middle school students sampled from middle school in Taegu. The survey instruments used for the study were Motivation for Reading Questionnaire, self-regulated reading test, reading activities test, and reading abilities test. The statistical method employed for data analysis was path analysis by AMOS 6.0 program. The findings of this study were as follows: First, a goodness of fit of this research model was evaluated as appropriate. Second, the intrinsic reading motivation did directly affect self-regulated reading, reading activities and reading abilities. A self-regulated reading did directly affect reading activities and reading abilities. A reading activities did directly affect reading abilities. The intrinsic and extrinsic reading motivation did indirectly affect reading abilities through self-regulated reading and reading activities. Finally, it was discussed about future research directions of reading motivation, self-regulated reading, reading activities and reading abilities.

창의성에 대한 심리학적 고찰

이명자 ( Myung Ja Lee ),문병상 ( Byung Sang Mun ) 대경교육학회 ( 구 우리교육학회 ) 2003 교육학논총 Vol.24 No.1

자기조절학습 수준에 따른 인식론적 신념의 차이

이명자 ( Myung Ja Lee ),문병상 ( Byung Sang Mun ) 경북대학교 중등교육연구소 2007 중등교육연구 Vol.55 No.3

지식의 구조 신념에 따른 수학 문제 해결의 차이

이명자 ( Myung Ja Lee ),문병상 ( Byung Sang Mun ) 경북대학교 중등교육연구소 2008 중등교육연구 Vol.56 No.3

지식의 구조에 관한 신념과 수학 문제 해결간의 관계를 연구하기 위하여 초등학교 6학년 학생을 대상으로 지식의 구조에 관한 신념간에 수학문제의 득점, 역연산오류율과 계산오류율에 어떤 차이가 있는가를 알아보았다. 연구결과, 통합된 지식 신념을 많이 가지고 있는 아동들이 단순한 지식 신념을 많이 가지고 있는 아동들보다 수학문제의 득점은 높고, 역연산오류율과 계산오류율은 낮았다. 이와 같은 결과는 소박한 인식론적 신념을 가지고 있는 아 동들이 직접적인 변형 접근을 사용하였기 때문에 수학문제를 정확하게 해결하지 못하였으며, 이에 반해, 세련된 인식론적 신념을 가지고 있는 아동들은 문제모형 접근을 사용하였기 때문에 수학문제를 정확하게 해결한 것으로 해석할 수 있다. The purpose of this study was to test a difference of children`s knowledge structure beliefs on mathematical problem solving. Epistemic beliefs were consisted of nature of knowledge(certainty of knowledge, simplicity of knowledge) and nature of knowing(source of knowledge, justification of knowing). The subjects of this study were 167 elementary school children. They were assigned to two group according to result of epistemic beliefs test. The scale of epistemic beliefs were consisted of 48 items and mathematical word problem solving test was consisted of 30 items. It was analysed by independent samples t-testing method using SPSS/PC 14.0. Main findings of this study were as follows: Epistemic beliefs affected mathematical word problem solving. Children who had epistemic beliefs of integrated knowledge attained more score, lower reversal error and computation error of mathematical word problem solving than children who had epistemic beliefs of simple knowledge. It were discussed about epistemic beliefs and two approach of mathematical word problem solving.