성과중심 전환교육에서의 자기결정과 동기와의 관련성 고찰

조인수 ( In-soo Cho ),이응훈 ( Oeung-hyoon Lee ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.2

전환교육성과로써 자기결정과 동기화 이론의 제 특성과의 관련성을 탐색했다. 많은 전환교육 요소 중 21세기는 장애인의 자기결정능력 배양이 그들의 삶의 질, 행복과 밀접한 관계가 있다. 자기 삶에 대한 스스로의 선택은 장애인이 살아있다는 증거 그 자체가 될 수 있다. 자기결정을 위해서는 먼저 동기화가 이루어지거나 자신이 하는 일에 대한 흥미가 유발되어야한다. 장애인에게 중요한 자기결정 능력을 갖추기 위해서는 먼저 흥미유발이 되어 내적 동기화가 되어야 한다는 점에서 이 두 요소는 자기결정을 이루기 위한 매우 중요한 선행요소가된다. 성과중심 전환교육에서 강조되는 자기결정의 중요성과 흥미, 동기화와의 관련성을 구체적으로 탐색하였다. 장애인이 자신의 삶을 최대한 누리고 구가할 수 있도록 뒷받침을 해주는 자기결정 능력을 배양하는 것이 매우 중요하다. This study is to inquire what kind of relationships between transition and self-determination. During 20th century, especially for the handicapped, transition becomes critical and essential for them. And the self-determination is closely related with their quality of life. So to promote their ability to be self-determined is taught during their attending schools then it will affect their lives of adulthood. So I want to investigate as follows; first, what is self-determination as educational and transitional outcome? Second, what is motivational theory? Third, to investigate the relationship between interest and self-determination. To investigate the first aim, I want to review historical roots of self-determination, factors providing impetus to self-determination, link between self-determination and positive adult outcomes and so on. It is not necessary to discuss the necessity of self-determination for the handicapped. It``s essential and critical element for them that they should learn during their attendance in school. To investigate the second aim, want to review many papers related with motivational theories and their characteristics and so on. To be self-determined, one should be motivated to do what one wants, so what kind of relation lies among many factors concerning motivation such as intrinsic and extrinsic motivation, its characteristics. The desirable outcome in order to be self-determined, is finally to have intrinsic motivation then people can be said to have self-determined, that is, final transitional outcome, especially for the handicapped. First to make students have any kind of interest, then they should be motivated, finally they will be self-determined, after then they can achieve what they want to do in the future, they can enjoy well-being as a common human being. In short, they should go through from extrinsic motivation to intrinsic motivation by way of internalization called true and final destination self-determination. That would be one of the most important transitional outcomes for the handicapped students. And it would be necessary that following studies must be achieved in the realm of how to increase students`` interest and motivation, and it would be also necessary that some useful programs to increase them must be invented in the near future.

업무 자기결정동기의 선행요인과 결과요인

신인용(Inyong Shin),이기현(Kihyun Lee) 대한경영학회 2015 大韓經營學會誌 Vol.28 No.11

베트남인 학부생의 자기결정성 동기 분석 - 전공 진입 후 학습자를 중심으로

박현진 한국언어문화교육학회 2020 언어와 문화 Vol.16 No.4

The goal of this study is to analyze the correlation among six types of self-determination motivation, overall self-determination motivation and academic achievement in 21 Vietnamese undergraduate learners. Firstly, results show that the highest average for the sub-components of self-determination motivation was identified regulation (m=4.750), followed by integrated regulation (m=4.512), internal regulation(m=4.131), and external regulation (m=3.458). Secondly, analysis of the correlation among the sub-components of self-determination motivation revealed a positive correlation for all of them, with the exception of a negative correlation between a motivation and identified regulation. Thirdly, the analysis of the correlation between overall self-determination motivation and achievement, and between the sub-components of self-determination motivation and achievement did not show any statistically meaningful result. However, there was a negative meaningful correlation between a motivation and achievement(-0.618) and a positive correlation between identified regulation and achievement(0.574). Considering that the highest type of motivation correlating with achievement was a motivation, results of this study show the importance of fostering at least external motivation in Vietnamese learners. The contribution of this study lies in being the first attempt to investigate self-determination motivation in Vietnamese learners.( .

어머니의 양육행동과 중학생의 자기결정성 동기가 자기조절학습에 미치는 영향

홍현정(Hyeon Chung Hong),신나나(Nana Shin) 한국아동학회 2021 아동학회지 Vol.42 No.5

Objectives: This study aimed to examine the effects of maternal parenting behaviors and middle school students’ self-determination motivation on self-regulated learning. We also aimed to explore the mediating effects of self-determination motivation between maternal parenting behaviors and middle school students’ self-regulated learning. Methods: A total of 306 middle school students (91 males and 215 females) participated in this study. They responded to questions regarding their mothers’ parenting behaviors (i.e., warmth-rejection, autonomy support-coercion, and structure-chaos), their self-determination motivation and self-regulated learning (i.e., cognitive regulation, motivational regulation, and behavioral regulation). Data were analyzed using structural equation modeling. The bootstrapping method was used to examine whether the mediating effect of self-determination motivation was significant. Results: First, maternal parenting behaviors did not have a direct effect on middle school students’ self-regulated learning. Second, maternal parenting behaviors had an indirect effect on self-regulated learning through middle school students’ self-determination motivation. Consequently, the more positive the mother’s parenting behaviors were, the higher the middle school student’s self-determination motivation, which led to higher self-regulated learning. Conclusion: Findigns from this study highlight that in present society where pressure for academic achievement is great, voluntary participation with interest-based learning can result in increase of the efficiency and production of learning in middle school students. These findings can be utilized in a development of self-regulated learning programs for adolescents or parent education programs to improve the learning environment for students. This study contributed to the field by examining effects of both positive and negative parenting behaviors on cognitive, motivational, and behavioral aspects of self-regulated learning.

자기결정성 동기와 일상적 창의성의 관계: 메타인지와 일반적 자기효능감의 순차적 매개효과

윤수민 인문사회 21 2022 인문사회 21 Vol.13 No.1

The Relationship Between Self-determination Motivation and Everyday Creativity: Sequential Mediating Effect ofMetacognition and General Self-efficacySumin Yoon Abstract: This study was conducted to verify the sequential mediating effect of metacognition and general self-efficacy in the relationship between self-determination motivation and everyday creativity. To this end, research data were collected from 245 college students, and the collected data were analyzed using the SPSS 21.0 program and SPSS Macro Process. As a result, first, metacognition and general self-efficacy significantly mediated the relationship between self-determination motivation and everyday creativity, respectively. Second, the path through which metacognition and general self-efficacy sequentially mediated self-determination motivation and everyday creativity was found to be significant. These results suggest that high autonomous motivation can increase everyday creativity by promoting metacognition and self-efficacy. Through this study, I would like to understand the internal process of an individual in which autonomous motivation is expressed as everyday creativity and propose a path to promote the development of an individual’s mental health. Key Words: Self-determination Motivation, Everyday Creativity, Metacognition, General Self-efficacy, Mental Health 자기결정성 동기와 일상적 창의성의 관계:메타인지와 일반적 자기효능감의 순차적 매개효과윤 수 민* 요약: 본 연구는 자기결정성 동기와 일상적 창의성의 관계에서 메타인지와 일반적 자기효능감의 순차적 매개효과를 검증하기 위한 목적에서 수행되었다. 이를 위해 대학생 245명을 대상으로 연구자료를 수집하였으며, 수집된 자료는 SPSS 21.0 프로그램 및 SPSS Macro Process를 사용하여 분석하였다. 그 결과 첫째, 자기결정성 동기와 일상적 창의성의 관계를 메타인지와 일반적 자기효능감이 각각 유의하게 매개하였다. 둘째, 자기결정성 동기와 일상적 창의성을 메타인지와 일반적 자기효능감이 순차적으로 매개하는 경로가 유의하게 나타났다. 이러한 결과는 높은 자율적 동기가 메타인지와 자기효능감을 촉진함으로써 일상의 창의성을 높일 수 있음을 시사한다. 이 연구를 통해, 자율적 동기가 일상적 창의성으로 발현되는 개인 내적 과정을 이해하고, 개인의 정신건강 발달을 촉진하는 경로를 제안하고자 한다. 핵심어: 자기결정성 동기, 일상적 창의성, 메타인지, 일반적 자기효능감, 정신건강 □ 접수일: 2022년 1월 5일, 수정일 2022년 1월 30일, 게재확정일: 2022년 2월 20일* 가톨릭대학교 상담심리대학원 석사(Master, The Catholic Univ., Email: console83303@gmail.com)

자기결정성동기 및 자기효능감이 학습몰입에 미치는 영향 : 영어교과흥미의 매개효과를 중심으로

박경숙,오인수 이화여자대학교 교과교육연구소 2016 교과교육학연구 Vol.20 No.4

이 연구는 중학생의 학습몰입에 영향을 미치는 자기결정성동기와 학업적 자기효능감의 영향력을 살펴보고 이러한 영향력의 관계에서 영어교과에 대한 흥미가 매개하는지를 분석하였다. 이를 위하여 관련 선행 연구들을 분석하고, 수도권에 위치한 중학생 340명의 자료를 바탕으로 자기결정성동기, 학업적 자기효능감, 교과흥미, 학습몰입 변인들 간의 직접적, 간접적 영향력에 관한 연구 모형을 고안하고 구조방정식의 인과관계 및 상관관계를 검증하기위한 프로그램인 AMOS 22을 활용하여 결과를 분석하였다. 연구결과 자기결정성 동기는 학습몰입에 직접적으로 영향을 미쳤으며 영어교과흥미의 매개를 통해 간접적으로도 학습몰입에 영향을 미치는 것으로 확인되었다. 학습몰입을 가장 많이 예측하는 변인은 학업적 자기효능감으로 나타났으며 학업적 자기효능감 역시 직접적으로 몰입에 영향을 미치며 영어교과흥미를 매개로 하여 간접적으로도 영향을 미치는 것이 확인되었다. 영어교과흥미가 단독으로 학습몰입에 미치는 영향의 정도는 작았지만 자기결정성동기와 학업적 자기효능감의 영향을 매개하면서 영향의 정도는 증가하였다. 이러한 결과는 학생의 학습몰입을 높이기 위해서는 학습동기와 학업적 자기효능감을 높일 뿐만 아니라 교과에 대한 흥미를 동시에 높이는 전략을 사용할 때 보다 효과적일 수 있음을 시사한다. 본 연구의 결과를 바탕으로 학생의 학습몰입을 높일 수 있는 효과적인 개입 방법을 교과 흥미의 관점에서 논의하고 후속 연구를 위한 제언을 제시하였다. The purpose of this study is to identify the effect of self-determination motivation and self-efficacy on student engagement, focusing on the mediating effect of English subject Interest. The participants in the study were 340 middle school students and their survey response was analyzed with Structural Equation Modeling by AMOS 22. The result of the study can be summarized as the following. Firstly, self-determination motivation had significant direct influence on student engagement as well as significant indirect effect via English subject interest. Secondly, self-efficacy also had significant direct influence on student engagement as well as significant indirect effect via English subject interest. The degree of effect of self-efficacy on student engagement was higher than the effect of self-determination motivation. The degree of effect of interest in the English subject only was low, but the effect increased as mediating with self-determination motivation and self-efficacy. This result implies that increasing the interest in the English subject) as well as enhancing self-determination motivation and self-efficacy will be effective in order to increase student’s engagement. Effective educational intervention for increasing student engagement was discussed based on the result, and recommendation for future study was also suggested.

독서성숙도가 직무열의에 미치는 영향: 자기주도성과 자기효능감의 매개효과와 독서코칭의 조절효과 검증

기노경 대한경영학회 2022 大韓經營學會誌 Vol.35 No.5

It has become *universal common sense that reading contributes to the improvement of learning skills and is effective in building up knowledge in life. It also has a positive impact on the performance and achievement of the organization in which he worked, as well as personal growth. This study is to verify the causal relationship between job factors in the organization field by introducing the concept of reading effect, which has been mainly studied in the existing humanities and education fields. This study started from the limitation that reading management techniques or programs that have been actively implemented since the 2000s have not been strictly verified the reading effect. To this end, this study expanded from the existing concept of literacy and utilized reading maturity factor including concepts such as growth and maturity of readers as a representative indicator of the reading competency. With the emergence of the concept of reading maturity, it has become possible to expand the perception that reading can flexibly respond to situations and contribute to achieving social outcomes in a complex and changing society. In this study, the intrinsic motivation of self-determination theory was used as the main theoretical argument to explain the positive effect between variables. The theory of self-determination purely explains the motivation of an individual’s voluntary expression as an intrinsic motivation. Intrinsic motivation refers to the highest level of motivation as a state in which autonomous motivation is satisfied. The theory of self-determination is being used as a useful theory to explain the motivation for reading. In this study, factors explaining self-determination’s intrinsic motivation were viewed and investigated from two aspects. First, the concept of reading maturity comprehensively includes the source factors of intrinsic motivation, and secondly, a separate variable acting as the source of intrinsic motivation was assumed to mediate the relationship between reading and job-related factors. Based on this, a hypothesis was established and verified. The subjects of this study were 436 army battalion-level soldiers. A structural path model analysis using SmartPLS was performed in this study. As a result of the verification, it was proved that in the relationship between reading maturity and job engagement, the single mediating effect and the double mediating effect of self-directedness and self-efficacy were completely mediated. However, in the relationship between reading maturity, self-directedness, and self-efficacy, the moderating effect of reading coaching did not secure statistical significance. Based on the concept of intrinsic motivation in self-determination theory, this study considered that mature readers are full of intrinsic motivation. In addition, it was predicted that through various experience factors, they would respond appropriately to the changing situation and devote themself passionately to the task entrusted to them. Through this study, the unique effect factors of reading on job factors was proved, and reading coaching and related programs suitable for organizational characteristics could be designed. Finally, based on the findings, we present significant academic and practical implications and future research topics.

자아 존중감 및 자기결정 동기가 자기 주도적 학습에 미치는 영향

송경애(Song Kyung Ae) 한국유아교육·보육복지학회 2006 유아교육·보육복지연구 Vol.10 No.3

  이 연구는 학습자의 심리적 특성인 자아존중감 및 자기결정동기가 학습활동에서의 자기주도적학습에 어떤 영향을 미치는가를 밝힘으로써 대학생의 자기주도적 학습능력을 향상시킬 수 있는 기초 자료를 제공하는데 그 목적이 있다. 이를 위해 대학생 200명을 대상으로 자아존중감, 자기결정동기, 자기주도적 학습준비도 검사를 실시하여 분석한 결과, 자기주도 학습준비도는 자기결정동기가 높을수록 높은 정적 상관관계(r=.70)를 보인 반면, 자아존중감과 자기결정동기는 그 보다 낮은 정적 상관관계(r=.41)를 보여 자기주도학습준비도가 자아존중감보다 자기결정동기에 더 큰 영향을 받는 것으로 나타났다. 또한, 자아존중감이 자기주도 학습준비도에 미치는 영향력은 자기결정동기와는 별로 관련이 없음을 나타냈고, 자기결정동기도 자아존중감과는 관련 없이 자기주도 학습준비도에 영향을 미치고 있었다. 즉, 이들 두 변인은 자기주도학습능력에 상호작용하지 않음을 나타낸 것이다. 이 같은 연구결과는 자기주도학습능력을 향상시키기 위해서는 자아존중감과 내적동기유발을 동시에 고려하지 않아도 되며 어느 하나의 요인만을 기를 수 있는 프로그램의 개발이 필요함을 의미하고 있다.   The purpose of this study is to examine how self-esteem and self-determination motivation of university students influence self-directed learning in studying activities in order to provide basic materials for improving self-directed learning of college students. For such purpose, self-esteem and self-determination motivation and self-directed learning preparation degree of 200 college students were observed. It was found from the result that self-directed learning preparation degree was higher for higher self-determination motivation showing high static correlation(r=.70), while self-esteem and self-determination motivation showed lower static correlation(r=.41) than the former. This indicates that self-directed learning degree was influenced by self-determination motivation than self-esteem. In addition, the influence of self-esteem on self-directed learning degree is not particularly related to self-determination motivation, while self-determination motivation is independent on self-directed learning influencing self-directed learning. That is, such two factors do not correlate to self-directed learning. The above result shows that we need not consider self-esteem and inner motivation induction at the same time in order to improve self-directed learning ability. It also shows that we need to develope a program improving one of the factors.

학습부진아동과 일반아동의 학업동기와 자기결정성동기와의 관계 연구

박순길 ( Soong Il Park ),조증열 ( Jeung Ryeul Cho ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.4

본 연구는 초등학생 학습부진아동과 일반아동의 학업동기(학업적 자기효능감, 학업적 실패내성)와 자기결정성동기와의 관계를 알아보기 위한 목적이 있으며, G광역시 A, B초등학교 3, 4학년, 학습부진 61명, 일반 61명, 전체 120명을 대상으로 학업동기와 자기결정성동기 차이와 상관관계, 자기결정성동기에 영향을 주는 변인을 알아보고자 기술통계, t검정, 상관분석, 회귀분석을 하였다. 첫째, 학습부진아동들은 학업적 자기효능감과 하위영역인 자기조절효능감에서 일반아동보다 낮은 점수를 얻었으며, 학업적 실패내성과 하위영역인 감정, 행동영역에서도 일반아동보다 점수가 낮았다. 또한 자기결정성동기에서도 학습부진아동들은 하위영역인 외적원인, 통합/확인된 원인, 내적원인에서 낮은 점수를 보였다. 둘째, 학습부진아동은 학업적 자기효능감의 자신감과 자기결정성동기의 내적원인과 상관이 있으며, 자기조절효능감은 자기결정성동기, 확인/통합된 원인, 내적원인과 상관이 있다. 학업적 실패내성은 하위영역인 감정, 행동에서 확인/통합된 원인, 내적원인과 상관이 있다. 셋째, 학습부진아동의 자기결정성동기에 영향을 주는 변인으로는 학업적 자기효능감 하위영역인 자신감과 자기조절감이며, 학업적 실패내성의 하위영역인 감정이다. 그러나 초등학생 일반아동의 자기결정성동기에 영향을 주는 변인으로는 학업적 실패내성의 하위영역인 감정, 행동, 과제난이도선호이다. The purpose of this study was to investigate and compare of the relationship between academic motivation(self-efficacy, academic failure tolerance) and self-determination motivation children with underachievements and general, Gwangju A, B 3rd grade, 4th grade, learning disabilities, 61 people 61 people general total 120 subjects, descriptive statistics, t test, correlation and regression analysis. 1 First, children with underachievements self-regulation was achieved lower scores than general children, academic failure and subordinate areas in emotional and behavioral domain score was lower than in the general children. In addition, children with underachievements self-determination motivation external cause, identified/integration cause, had lower scores on internal causes. Second, children with underachievements in the academic self confidence and self-determination of the cause and the matter is internal and self efficacy, self-determination, identified/integrated cause, were correlated with the internal causes. Subordinate areas of academic failure tolerance feelings, and actions found in / unified cause, were correlated with the internal causes. Third, children with underachievements that affect the child`s self-determination motivation on the subordinate areas related to each other academic self confidence and self-regulatory efficacy and subordinate areas of academic failure tolerance is feeling. The general children on self-determination motivation of the children include the factors that influence emotions, behavior, preferred task difficulty.

중학생이 지각한 부모의 양육태도와 학업정서, 자기결정성동기, 자기조절학습 간의 구조적 관계

이지은,이수진 미래를 여는 청소년학회 2024 미래청소년학회지 Vol.21 No.1

The purpose of this study is to systematically verify the structural relationships between parents’ parenting attitudes, academic emotions, self-determination motivation, and self-regulated learning as perceived by middle school students in order to improve their self-regulated learning ability. First, in the controlled motivation mediation model, parents’ parenting attitudes have a direct effect on academic emotions, controlled motivation, and self-regulated learning. Academic emotions and controlled motivation have a significant direct effect on controlled motivation and self-regulated learning, Second, the verification of the mediating effect between the main variables in the control motivation mediation model shows that parents’ parenting attitudes are statistically significant in the path to self-regulated learning through academic emotions and the path to self-regulated learning through controlled motivation. Third, in the autonomous motivation mediation model, parents’ parenting attitudes were found to have a direct effect on academic emotions and self-regulated learning, and academic emotions had a significant direct effect on autonomous motivation, and autonomous motivation had a significant direct effect on self-regulated learning. Fourth, in the autonomous motivation mediation model, the path from parents’ parenting attitudes to autonomous motivation and the path from academic emotions to self-regulated learning had no significant effect. Fifth, in the autonomous motivation mediation model, the path mediating academic emotions and autonomous motivation in the relationship between parents’ parenting attitudes and self-regulated learning was not statistically significant, indicating that there was no mediation effect. Sixth, in the autonomous motivation mediation model, parents’ parenting attitude was found to have a double mediating effect in the path leading to self-regulated learning through academic emotions and autonomous motivation sequentially. The findings of this study confirms that parents’ parenting attitudes as part of the environmental context, interact with academic emotions and self-determination motivation, which are the personal context, to influence self-regulated learning. This indicates that self-regulated learning is not a fixed internal characteristic, but a personal characteristic. It can be promoted or limited by the interaction between the personal characteristics and environment, and is significant in that it provides the basis for a specific intervention plan that can improve middle school students’ self-regulated learning ability.