자기결정성 동기에 따른 학습역량과 학습몰입 간의 구조적 관계 = Structural Relationship between Learning Ability and Immersion according to Self-determination Motivation

국문 초록 (Abstract)

본 연구는 자기결정성 동기에 따른 학습역량과 학습몰입 간의 구조적 관계를 규명하는데 목적이 있다. S대학교 보건⋅스포츠 계열 재학생 228명이 연구대상이며, SPSS 20.0과 AMOS 18.0으로 분석하였다. 주요 연구결과는 첫째, 학습몰입은 학습역량과 정적 상관관계가 나타났고, 하위변인을 중심으로 학습몰입을 보면, 인지적 몰입은 자기결정성 동기의 무동기, 외적조절과 부적 상관관계, 동일시조절, 통합조절, 내재적동기와 정적 상관관계가 나타났고, 내사조절과는 통계적으로 유의미한 상관관계가 나타나지 않았다. 감성적 몰입은 자기결정성 동기의 무동기, 외적조절과 부적 상관관계, 내사조절, 동일시조절, 통합조절, 내재적동기와는 정적 상관관계가 나타났다. 행동적 몰입은 자기결정성 동기의 내사조절, 동일시조절, 통합조절, 내재적동기는 정적 상관관계, 무동기, 외적조절과는 통계적으로 유의미한 상관관계가 나타나지 않았다. 둘째, 무동기와 외적조절이 학습몰입에 영향을 주는 과정에서 학습역량이 완전 매개하며, 내사조절이 학습몰입에 영향을 주는 과정에서 학습역량의 매개효과가 나타나지 않았다. 동일시조절, 통합조절, 내재적동기가 학습몰입에 영향을 주는 과정에서 학습역량이 부분 매개하는 것으로 나타났다. 이러한 결과는 언택트 시대를 맞이하여 학습자의 능동적인 학습태도의 중요성을 다시금 확인하여 효과적인 학습 방향성을 제시하는데 기초자료로 제공한다는 점에 의의를 갖는다.

다국어 초록 (Multilingual Abstract)

This study is to identify the structural relationship between learning ability and learning immersion according to the self-determination motivation. 228 students from the health and sports departments of S University were studied and analyzed with SPSS 20. and AMOS 18.0. The main findings are as follows. First, it shows that learning immersion has a positive correlation with learning ability. In terms of variable-centered approach, cognitive immersion has negative correlations with amotivation in self-determination theory and external regulation. It has positive correlations with identified regulation, integrated regulation and intrinsic motivation, and it doesn t have a statistically significant correlation with introjected regulation. Emotional immersion shows negative correlations with amotivation in self-determination theory and external regulation. It has positive correlations with introjected regulation, identified regulation, integrated regulation and intrinsic motivation. Behavioral immersion has positive correlations with introjected regulation, identified regulation, integrated regulation and intrinsic motivation, but it doesn t show any statistically significant correlation with external regulation. Secondly, learning ability completely mediates in the process of amotivation and external regulation affect learning immersion. The mediating effect of learning ability didn t show up in the process of introjected regulation affecting learning immersion. It shows that learning ability partially mediates in the process of identified regulation, integrated regulation and intrinsic motivation affecting learning immersion. This study is meaningful that these results confirm the importance of learners active attitudes in the ‘UNTACT’ era and provide basic data for presenting effective learning directions.

목차 (Table of Contents)

• Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 결론 참고문헌

참고문헌 (Reference)

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