대학 수업 불공정성에 대한 학생들의 반응: 감정적 반응 및 교수자와의 커뮤니케이션 동기를 중심으로 = College Students’ Response to Classroom Injustice: Emotional Response and Motives for Communicating with Their Instructors

국문 초록 (Abstract)

본 연구는 교육커뮤니케이션에 관한 연구로 수업 불공정성에 대해 대학생들의 반응을 살펴보는 것을 목적으로 한다. 이를 위해 수업 불공정성을 분배, 절차, 상호작용 세 가지 유형으로 구분하고 학생들의 반응은 감정적 반응과 교수자와의 커뮤니케이션 동기로 살펴보았다. 대학생 307명을 대상으로 설문조사를 실시하여 회귀분석을 한 결과, 분배 불공정성에 대해 분노, 좌절의 반응이 강하게 나타났고, 절차 불공정성에 대해서는 분노, 혐오의 감정이, 상호작용 불공정성에 대해서는 분노, 좌절, 혐오, 창피의 감정이 반응으로 나타났다. 그리고 절차 불공정성이 높거나 상호작용 불공정성 낮을수록 이의제기 동기가 높았다. 학생들은 불공정성 유형에 따라 다른 감정적 반응을 보이고, 불공정한 교수자에게 이의제기를 위한 커뮤니케이션은 하지만 점수를 만회하기 위한 참여 커뮤니케이션 경향은 보이지 않았다.

다국어 초록 (Multilingual Abstract)

Purpose: This study analyzed college students' responses to perceived classroom injustice (distributive, procedural, and interactional injustice). Students' responses were examined in terms of emotional responses and motives for communicating with their instructors.
Data: Regression analysis for questionnaires administered to 307 university students.
Findings: Anger and helplessness were emotional responses to distributive injustice, and anger and disgust were responses to procedural injustice. Anger, helplessness, disgust and humiliation were responses to interactional injustice. Procedural and interactional injustice predicted motive to challenge a grade they received; classroom justice was not associated with participatory motive.

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