초등학습자의 주관적 웰빙이 읽기 동기와 읽기 이해 능력에 미치는 영향 연구 = Effects of subjective well-being on reading motivation and reading comprehension among elementary school students

국문 초록 (Abstract)

이 연구는 초등학습자의 주관적 웰빙과 읽기 동기, 읽기 이해 능력의 관계를 살펴보는 것을 목적으로 하였다. 이를 위해 초등학습자의 주관적 웰빙과 읽기동기 읽기 이해 능력을 측정하고 이들의 관계를 살펴보고자 하였다. 먼저, 주관적 웰빙의 메타 지표인 긍정 활력성을 바탕으로 한 측정 도구를 활용하여 주관적 웰빙을 측정하였고 읽기 동기, 읽기 이해 능력을 측정하고 구조방정식을 활용하여 이들의 구조적 관계를 살펴보았다. 이때, 선행 연구를 참고로 하여읽기 동기가 주관적 웰빙과 읽기 이해 능력 사이에서 매개 효과로 작용하는 것으로 연구 모형을 설정하였다. 분석 결과, 초등학습자가 인식하고 있는 자신의 주관적 웰빙은 읽기 이해 능력에 정적인 영향을 미치는 것으로 확인되었다. 또한 주관적 웰빙은 읽기 동기에 영향을 미치며 읽기 동기를 매개로 읽기 이해 능력에 긍정적인 영향을 미치는 것으로 확인되었다. 이 연구는 초등학습자의 주관적 웰빙과 읽기와 관련한 요소의 구조적 관계와 인과 관련성을 실증적으로 조사하였다는 점, 학습자의주관적 웰빙을 긍정 활력이라는 메타 지표를 통해 측정하였다는 점 그리고 주관적 웰빙과 읽기 성취뿐 아니라 다른 읽기 요소와의 관련성을 추가로 살펴보았다는 점에서 그 의의가 있다.

다국어 초록 (Multilingual Abstract)

This study aimed to examine the relationship between the subjective well-being, reading motivation, and reading comprehension ability of elementary school students. To this end, we attempted to measure the subjective well-being, reading motivation, and reading comprehension ability of elementary school students and examine their relationship. First, subjective well-being was measured using a measurement tool based on Covitality, a meta-indicator of subjective well-being, reading motivation, reading comprehension ability, and structural equations were used to examine their structural relationship. Referring to previous studies, a research model was established that reading motivation acts as a mediator between subjective well-being and reading comprehension ability. The analysis confirmed that the subjective well-being perceived by elementary school students had a positive effect on reading comprehension ability. In addition, it was confirmed that subjective well-being affects reading motivation and has a positive effect on reading comprehension ability through reading motivation. This study is significant in that it empirically examined the structural relationship and causal relationship of elementary school students’ subjective well-being and reading-related factors, measured students’ subjective well-being using a meta-indicator of Covitality, and examined the relationship with other reading factors as well as subjective well-being and reading achievement.

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