예비유아교사의 학습동기와 주관적 안녕감의 관계에서 학습몰입의 매개효과 = The meditating effect of learning flow on the relation between learning motivation and subjective well-being in preservice early childhood teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the relation among learning motivation, learning flow, and subjective well-being, and to examine whether learning flow would mediate the relation between learning motivation and subjective well-being in preservice early childhood teachers. The subjects of this study were 596 preservice early childhood teachers in Busan, and they were asked to answer the questionnaire. The collected data were analyzed by the structural equation modeling(SEM), and Bootstrapping was used to verify the mediating effects and significance. The results were as follows. First, the learning motivation and learning flow of preservice early childhood teachers showed significant positive correlation with subjective well-being in positive. Second, preservice early childhood teachers`` learning motivation did not have direct effects on subjective well-being. However learning motivation had indirect effects on subjective well-being. It was shown that learning flow totally mediate the relation between learning motivation and subjective well-being of preservice early childhood teachers. This study suggests the effect of learning motivation and learning flow on subjective well-being of preservice early childhood teachers.