중학생이 인식한 학교풍토, 자아탄력성의 궤적, 자기주도학습의 관계

김은경,강수정,정혜린,이강이,최나야 한국교육학회 2018 敎育學硏究 Vol.56 No.4

According to the basic psychological needs theory of the self-determination theory, school climate can be regarded as a context that enables an individual’s psychological growth. Moreover, when the psychological growth such as self-resilience is achieved through the school climate, the self-directed learning level of adolescents can, theoretically, be improved in the learning field. To verify these theoretical assumptions, we applied the latent growth curve modeling analysis on 4th to 6th waves of data (4th grade of elementary school panel of Seoul Education Longitudinal Study) and investigated the relations among middle school students’ ratings on the school climate, the trajectories of the self-resilience level, and the self-directed learning level. The main results are as follows. First, the students’ self-resilience level decreased through 4th to 6th waves. Also, there were individual differences in this declining tendency. Second, as the adolescents perceived the school climate more positively, their self-resilience and the self-directed learning level increased. In addition, the self-directed learning level was found to be higher as the slope of self-resilience decreased slowly. The results of this study show that the school climate and the self-resilience of middle school students were important factors for improving the level of students’ self-directed learning. Based on these results, we suggest several implications for improving the level of student’s self-directed learning for the schools and other related organizations. 이 연구의 목적은 자기결정성이론을 바탕으로 중학생이 인식하는 학교풍토, 자아탄력성의 궤적, 자기주도학습의 관계를 살펴보고자 한 것이다. 자기결정성 이론 중 기본심리욕구 이론에 기반을 둘 때, 학교풍토는 개인의 심리적 성장을 가능하게 하는 하나의 맥락으로 볼 수 있다. 그리고 학교풍토를 통해 자아탄력성과 같은 심리적 성장이 가능할 때 학습현장에서 청소년의 자기주도학습 수준이 향상될 수 있다. 이 연구는 이러한 이론적 가정을 실증적으로 검증하는 것을 목적으로 하였다. 이를 위해 서울교육종단연구(SELS 2010)의 초등4 패널이 중학교 1-3학년 시기에 해당하는 4-6차년도 자료를 활용하여 학교풍토(4차년도), 자아탄력성의 궤적(4, 5, 6차년도), 자기주도학습(4, 6차년도)의 관계를 알아보았다. 주요 결과는 다음과 같다. 첫째, 중학생의 자아탄력성은 시간의 흐름에 따라 감소하였고, 이러한 경향에는 개인차가 있었다. 둘째, 중학생이 학교풍토를 긍정적으로 인식할수록 자아탄력성과 자기주도학습 수준이 높았고, 자아탄력성이 감소해가는 기울기가 완만하면 자기주도학습 수준이 높았다. 이러한 연구 결과를 통해 청소년의 자기주도학습 수준 향상에 학교풍토 및 그에 기인한 자아탄력성의 발달이 중요한 요인이 될 수 있음을 밝혔다. 또한 이를 근거로 하여 청소년의 자기주도학습 수준 향상을 위해 학교 및 관련기관에서 어떠한 측면에 힘써야 할 것인지에 대한 시사점을 제시하였다.

대학졸업예정자의 자기결정 요인, 자아존중감, 사회자본과 구직효능감의 관계

유일 한국산학혁신연구원 2025 산학혁신연구 Vol.3 No.4

연구 목적 - 본 연구는 인간의 동기와 행동을 이해하기 위한 자기결정이론을 중심으로, 대학졸업예정자의 세 가지 심리적 욕구(자율성, 유능성, 관계성)와 자아존중감, 사회자본이 구직효능감에 미치는 영향을 분석하고자 하였다. 방법론 - 본 연구의 목적을 달성하기 위해 인과모형을 설정하고, 대학졸업예정자 205명을 대상으로, 다중회귀 분석을 사용하여 가설을 검증하였다. 연구결과 - 첫째, 자기결정 요인 중 지각된 유능성만이 직무효능감에 유의한 영향을 미치는 것으로 나타났다. 본인이 직무에 대해 능력과 기술을 갖췄다고 믿는 정도는 구직활동 자신감에 도움을 줄 수 있음을 의미한다. 둘째, 자아존중감이 직무효능감에 유의한 영향을 미치는 것으로 나타났다. 셋째, 사회자본이 직무효능감에 유의한 영향을 미치는 것으로 나타났다. 시사점 - 청년층의 취업, 구직, 고용 환경과 관련한 연구가 미진한 상황에서 자기결정이론을 중심으로 구직효능감 영향요인을 발굴하고, 이들 구성개념들 간의 직접적인 관계를 실증적으로 검증하였다는데 중요한 의미가 있다. Purpose - The purpose of this paper is to explore the factors affecting job search self-efficacy among expectant university graduates and to analyze their causal relationships. Design/Methodology/Approach - The regression model was run using IBM SPSS Statistics 28. The analysis included a total of 205 senior students from five universities located in non-central regions. Findings – First, perceived competence had a significant positive effect on job search self-efficacy. Second, self-esteem also had a significant positive effect on job search self-efficacy. Third, social capital exhibited a significant positive effect on job search self-efficacy. Research Implications – It is significant that the factors influencing job search self-efficacy were identified based on self-determination theory and that the direct relationships between these constructs were empirically verified

비행 청소년 표준선도프로그램에 참여한 다문화가정 자녀의 경험의 의미

조영미,정지현 한국국제문화교류학회 2015 문화교류와 다문화교육 Vol.4 No.2

국내 영어 학습동기 연구: 이론별, 주제별 변천과 전망

김태영(Kim, Tae-Young),김미소(Kim, Miso) 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.1

In this review paper, the authors explain the historical development of English learning motivation research conducted in South Korea after the mid-1990s. Due to the academic influence of Gardner's (1985) socioeducational model, Korean EFL motivation research has also focused on integrativeness and instrumentality in the 1980s and 1990s. Influenced by the cognitive educational psychology in the 1990s, self-determination theory (Ryan & Deci, 2000) and goal-orientation theory (Locke & Latham, 2002; Pintrich, 2000) were adopted to motivational researchers in Korea. Because EFL learning requires several years' unflagging efforts, in a recent era, Korean L2 motivation researchers put an emphasis on the longitudinal nature of L2 learning motivation guided by Dörnyei and Otto's (1988) process model of L2 learning motivation. Also, more qualitatively-oriented research has been gradually introduced in Korea, which is mostly influenced by Vygotskian sociocultural theory. This theory highlights the unique interaction between an L2 learner as an active agent and the social. Thematically, this paper reviews Korea-based L2 motivation and L2 learning anxiety, strategy use, technology, and L2 instructional materials. All these previous studies present the complicated and dynamic nature of L2 learning motivation, and it is expected that Korean EFL students' L2 learning motivation needs more sophisticated research methods which is sensitive to Korea-specific educational contexts.

매몰 비용 오류의 오류

김한승 범한철학회 2015 汎韓哲學 Vol.78 No.3

Is it rational to consider the efforts and costs which have already been incurred in the past in deciding which course of action should be taken? In economics considering the costs that cannot be recovered in deciding future enterprise is counted as committing what is called ‘the sunk costs fallacy’. Robert Nozick, however, tries to argue that honoring sunk costs is not always irrational. This brings about the economist David Steele’s criticism that an irrational inference with accidental desirable results is still irrational. Thomas Kelly, on the other hand, tries to support Nozick’s conclusion by claiming that a knowledge of sunk costs is essential to knowing what one should do. I argue that honoring sunk costs is not always irrational, and yet show that Kelly’s argument is not free from Steele’s criticism. According to my argument justification of honoring sunk costs should be found in redeeming past selves, not in realizing valuable future states as in Kelly’s argument. 어떤 선택을 결정하는 데 과거에 들인 노력과 비용을 고려하는 것은 합리적일 수 있는가? 경제학에서는 회수할 수 없는 과거의 비용 때문에 자신이 취할 행동을 결정하는 것을 이른바 ‘매몰 비용 오류’(sunk costs fallacy)라고 보고 비합리적인 것으로 간주한다. 노직(Robert Nozick)은 매몰 비용을 고려하는 것이 모두 비합리적인 것은 아니라고 주장한 바 있다. 이에 대해 경제학자 스틸(David Steele)은 바람직한 결과를 낳는 것이 추론을 합리적으로 만들지는 않는다고 주장함으로써 노직을 비판한다. 켈리(Thomas Kelly)는 매몰 비용에 대해 아는 것이 무엇을 해야 하는지를 결정하는 데 본질적이라고 주장함으로써 노직의 결론을 지지한다. 필자는 매몰 비용을 고려하는 것이 오류라는 주장에 반대하지만, 켈리의 논증이 스틸의 비판을 피하지 못한다는 것을 보이고자 한다. 필자는 과거 비용에 대한 고려가 정당화되는 이유를, 켈리처럼 미래의 이익에서 찾는 것이 아니라, 과거 자아의 구제에서 찾고자 한다.

시간적 거리가 소비자 의사결정에 미치는 영향에 관한 연구

이진용(Lee, Jinyong) 한국소비문화학회 2010 소비문화연구 Vol.13 No.4

Intertemporal decisions result in consequences that function over time. These decisions are ubiquitous in real life, ranging from the mundane? whether to eat delicious but unhealthy snacks? to exceptionally serious decisions about marriage, health behaviors and retirement pension plans. It was, traditionally, assumed that future rewards were discounted at a constant rate over time as the discounted utility model predicted. Recent theoretical and empirical findings from economic and psychological approaches, however, have accumulated more complicated principles of how consumers make intertemporal decisions (e.g., hyperbolic discounting model, construal level theory, and self control resource depletion). The main objectives of this study are to review and analyse the existing knowledge on intertemporal decisions and, then, to propose some future research issues in marketing. We first review the studies significantly contributing to the area of intertemporal decisions, both from economic and psychological perspectives. Next, we evaluate advantages and potential problems of the 2 different approaches. We conclude by formulating an agenda for implications and future research issues.

고등학교 태권도선수의 동기, 자아탄력성 및 탈진의 관계

김덕진 ( Duk-jin Kim ) 대한무도학회 2016 대한무도학회지 Vol.18 No.2

The aims of this study were to examine the relationship between motivation and burnout, and whether these relationships are mediated by ego-resilience. Participants were 217(137 males, 80 females; mean age 17.7 years) high school taekwondo athletes who participated taekwondo games in the Jeju province. Participants completed the behavioral regulation exercise questionnaire, ego-resilience questionnaire, and burnout questionnaire. A series of data analysis such as descriptive analysis, confirmatory factor analysis, reliability analysis, correlation analysis, and structural equation model(SEM) analysis were conducted using SPSS 18.0 and AMOS 18.0 program. The conclusions of this study based on the results are as follows: First, motivation had positive effect on ego-resilience. Second, ego-resilience had negative effect on burnout. Finally, ego-resilience partially mediated the relationship between motivation and burnout. These findings suggest that motivation may offer some protection from burnout for taekwondo athletes due to higher levels of ego-resilience, and are discussed in terms of its educational implications and future direction.

소비자행동 관련 분야의 행동론적 의사결정이론의 연구동향 고찰: 2000-20009년 국내 연구를 중심으로

이진용 ( Jin Young Lee ) 한국소비자학회 2010 소비자학연구 Vol.21 No.2

Key Motivational Constructs in the Socio-Educational Model, Self-Determination Theory, and the L2 Motivational Self System: Their Relationships with Affective, Behavioral, and Linguistic Outcomes

장연이 한국외국어대학교 외국어교육연구소 2017 외국어교육연구 Vol.31 No.3

This study attempted to investigate the relationship among the key constructs in three major L2 motivation theories and explore how the constructs differ in predicting their explanatory power for affective (English anxiety and linguistic self-confidence), behavioral (alertness, participation, and volunteering), and linguistic (speaking performance) outcomes. A total of 73 Korean EFL undergraduates responded to a questionnaire measuring the motivational constructs and affective variables. They also completed a behavioral grid assessing their classroom learning behavior and conducted a speaking performance. A correlation analysis found significant positive relationships not only between the ideal L2 self, and integrativeness, instrumentality-promotion, intrinsic, identified, and introjected regulation, but also between the ought-to L2 self, and instrumentality-prevention, introjected, and external regulation. Regression analyses revealed that the affective outcomes were predicted by intrinsic and extrinsic motivation in the self-determination theory and the ideal L2 self in the L2 motivational self system. The behavioral outcomes were best explained by external regulation and the ideal L2 self. The linguistic outcome was predicted by only the ideal L2 self. These results indicated that the integration of the key motivational constructs from the different theories can better show different motivational effects on learning-related outcomes.

한국 대학생들의 영어 학습 동기 및 탈동기 요인: 영어학습의향, 영어선호도, 영어성취도에 따라

김정현,김태영 팬코리아영어교육학회 2019 영어교육연구 Vol.31 No.1

This study investigates the differences in English learning motivational and demotivational factors according to learners’ intentions to participate in learning activities, English preference, and English achievement. For this purpose, a survey was conducted with 521 students at a university in Seoul. L2 motivation self-system, Self-Determination Theory subtype of motivation, and competitive motivation were used as motivational factors. As a result of comparing motivational and demotivational factors in learning English according to intention and preference, most of the motivational factors showed differences between groups, and the students with the higher level of intention and preference, in general, had the higher level of motivation in most factors. The result of comparing motivational and demotivational factors in learning English by classifying groups according to achievement level, factors of intrinsic motivation and ought-to L2 self showed differences. Many demotivational factors showed differences between groups classified by intention, preference, and achievement level, but negative attitudes towards English and the compulsory nature of English learning were the common factors showing differences between groups. This study found that the clear differences in motivational and demotivational factors existed among university students. These findings indicate that we need to consider students’ individual differences and characteristics, set proper goals, and adjust English lesson plans or curriculum considering these learner factors.