아동의 독서동기, 독서 활동, 국어교과 성취도의 관계 = Relations among Motivation for Reading, Reading Activity, and Korean Reading Achievement

국문 초록 (Abstract)

본 연구는 아동의 독서동기, 독서활동, 국어교과 성취도의 관계를 살펴보기 위하여 수행되었다. 초등학교 6학년의 독서동기는 아홉개(몰입, 호기심, 경쟁, 사회성, 효능감, 성적순응, 인정, 목표지향 경쟁, 대인과의 경쟁 및 회피)의 요인으로 구성되었다. 아동이 독서를 위해 보낸 시간에 따라 두 그룹(‘독서 선호그룹’ 대 ‘독서 비선호그룹’)으로 나누고, 아홉 개의 동기요인을 독립변인으로 하여, 이 아홉 개의 변인이 두 그룹의 아동을 얼마나 정확히 분류하는 가를 알기위하여 판별분석을 실시하였다. 새롭게 형성된 아홉 개의 변인 모두가 통계적 및 실제적으로 유의한 변수로 간주되었으며 판별함수도 아동을 두 그룹으로 분류하는데 있어서 81.4%의 정확도를 보였다.
이 결과는 동기화된 아동이 독서에 많은 시간을 보내고 있다는 것을 보여준다. 또한 독서를 즐겨하는 아동('독서그룹')이 독서에 많은 시간을 보내며, 국어교과 성취도와 관련이 높다는 것을 보여주었다.

다국어 초록 (Multilingual Abstract)

This study investigated relations among motivation for reading, reading activity (hours spent on reading included), and reading achievement. Nine factors (i.e., involvement, curiosity, competition, sociality, self-efficacy, grade-compliance, recognition, goal-oriented competition, person-oriented competition and avoidance) of elementary school children's motivation for reading were identified.
In addition, two groups of children(‘readers' vs. 'nonreaders') were selected based on their time spent for reading. Using these nine variables as independent variables, a discriminant analysis was conducted to investigate how well these nine factors (variables) categorize the two groups, 'readers' vs. 'nonreaders.' All nine variables turned out to be statistically and practically significant predictors and the discriminant function predicted each group membership correctly 81.4% of the occasions.
This implies that children who are motivated tend to spend more time reading. In addition, children who are 'readers' demonstrated higher reading achievement than 'nonreaders.'

목차 (Table of Contents)

• 국문요약
• I.도입
• Ⅱ.이론적 배경과 선행연구
• III.연구방법
• IV.결과
• V.논의
• 참고문헌
• Abstract

참고문헌 (Reference)

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