체육수업에서 내적동기와 학습양식 예측변인으로서 사고양식 프로파일 분석 = Analysis on thinking style profile as a predictor of intrinsic motivation and Learning style in physical education

국문 초록 (Abstract)

이 연구의 목적은 Sternberg(1988)가 제안한 사고양식이 고등학생의 체육 내적동기와 학습양식에 미치는 영향력을 검증하고, 체육수업에서 사고양식의 실제 활용성을 높이기 위하여 내적동기와 학습양식의 예측변인으로 가장 적합한 사고양식을 추출하고 이를 조합한 사고양식 프로파일에 따른 체육 내적동기와 학습양식의 차이를 규명하는 것이다. 749명의 고등학생(남=330명, 여=419명)을 대상으로 체육 내적동기와 학습양식 및 사고양식을 측정하였다. 자료 분석은 탐색적 요인분석과 문항신뢰도 분석, 다변인 분산분석, Pearson 적률상관분석, 중다회귀분석 및 일원분산분석이 이용되었다. 연구 결과 남학생은 외부적, 행정적, 입법적, 전체적, 지엽적, 군주적, 계급적, 과두적 사고양식이 체육 내적동기를 예측한 반면 외부적, 내부적, 사법적, 계급적, 군주적, 지엽적, 보수적 사고양식은 학습양식의 유의한 예측변인이었다. 여학생은 외부적, 무정부적, 사법적, 군주적 사고양식이 내적동기를, 군주적, 과두적, 계급적, 사법적, 내부적, 외부적, 전체적, 자유적, 보수적 사고 양식은 학습양식의 주요 예측변인이었다. 아울러 고등학생의 체육 내적동기와 학습양식의 예측변인으로 가장 유용하게 사용할 수 있는 네 가지 사고양식(사법적, 군주적, 지엽적, 외부적 양식)을 추출하였고, 이들을 조합한 프로파일적 접근을 시도하여 체육 내적동기와 학습양식의 차이를 확인하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine both the effects of Sternberg(1988)`s thinking style on intrinsic motivation and learning style of high school students, and the difference between the two by a thinking style profile selected and compounded only styles that could be used practically in physical education class. 749 high school students (boys=330, girls=419) completed three questionnaires, Thinking Style Inventory, Intrinsic Motivation Inventory, and Grasha Reidman Student Learning Style Questionnaire. Data were analyzed by exploratory factor analysis, internal consistency, MANOVA, correlation analysis, multiple regression analysis, and one-way ANOVA. The results indicated that external, legislative, global, local, monarchic, hierarchic, oligarchic style were useful for predicting intrinsic motivation, whereas external, internal, judicial, hierarchic, monarchic, local, conservative style were useful for predicting learning styles among boys. For girls, external, anarchic, judical, monarchic, style were useful for predicting intrinsic motivation, whereas monarchic, oligarchic, hierarchic, judicial, internal, external, liberal, conservative style were useful for predicting learning style. The combination of four thinking styles (judical, monarchic, local, and external) were found to have differentiated effect on intrinsic motivation and learning style

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