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고등학생의 미래지향시간관과 자기조절학습 전략이 성취동기에 미치는 영향
유다겸(Yoo, DaGyeom),황경열(Hwang, KyungYeol),용홍출(Yong, HongChool) 한국동서정신과학회 2021 동서정신과학 Vol.24 No.1
본 연구는 고등학생의 미래지향시간관과 자기조절학습 전략이 성취동기에 미치는 영향을 알아보고자 하는 것이다. 연구의 대상은 대구·경북 및 제주도 소재에 재학 중인 일반계 고등학생 417명을 대상으로 실시하였다. 연구에 사용된 측정도구는 미래지향 시간관, 자기조절학습 전략, 성취동기 검사이다. 수집된 자료는 SPSS 19.0 프로그램을 사용하여 주요 변인의 기술통계, 차이검증, 상관관계, 중다회귀모형 검증으로 분석하였다. 고등학생의 학년, 성적에 따라 미래지향시간관과 자기 조절학습 전략 및 성취동기 간에는 통계적으로 유의미한 차이가 있는 것으로 나타났고, 미래지향시간관과 자기조절학습 전략, 성취동기 간에는 유의미한 정적 상관관계가 있는 것으로 나타났다. 또한 미래지향시간관과 자기조절학습 전략이 성취동기에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 미래지향시간관의 하위요인과 자기조절학습 전략의 하위 요인 또한 성취동기에 미치는 영향을 살펴본 결과, 통계적으로 유의미하게 나타났으며, 미래지향 시간관의 가치와 수단성의 점수가 높아질수록 성취동기가 높아지는 것으로 나타났고, 자기조절학습 전략의 하위요인 성취가치, 행동통제, 학업시간 관리의 점수가 높아질수록 성취동기가 높아지는 것으로 나타났다. 따라서 미래지향시간관과 자기조절학습 전략은 모두 성취동기에 영향을 미치는 것으로 나타났다. This study is intended to examine the impact of future time perspective and self-adjustment learning strategies of high school students on their achievement motivation. The study was conducted on 417 ordinary high school students in Daegu, Gyeongsangbuk-do Province and Jeju Island. The tools used in the study are future time perspective, self-adjustment learning strategies, and achievement motivation tests. Collected materials analyzed technical statistics, difference verification, correlation, and impact verification of key variables using the SPSS 19.0 program. Research results show that there is a statistically significant difference between future time perspective and self-adjustment learning strategies and achievement motivation based on grade and year of high school students, and that there is a significant positive correlation between future time perspective and self-adjustment learning strategies. Also, looking at the impact of future time perspective and self-adjustment learning strategies on the motivation for achievement, we found that there are statistically significant differences. In other words, it was found that future time perspective and self-adjustment learning strategies all affect the achievement motivation. As a result, looking at impact of the subfactor of future time perspective and the subfactor of self-adjustment learning strategies on the achievement motivation, it was shown statistically significant. we found that the higher the value of future time perspective and instrumentality, the higher the achievement motivation, and the higher the score of achievement value, behavioral control, and study time management, which are sub-factors of self-adjustment learning strategies, the higher the achievement motivation. Therefore, it was found that future time perspective and self-adjustment learning strategies all affect the achievement motivation.
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Perfectionism and High School Adjustment: Self-Directed Learning Strategies as a Mediator
장한소리,박서홍 한국상담학회 2017 Journal of Asia Pacific counseling Vol.7 No.1
This study examined the effects of multidimensional perfectionism (i.e., adaptive and maladaptive functions of perfectionism) on adolescents’ school adjustment. For this purpose, this study utilized a mediation model that incorporates a self-directed learning strategy as a key model variable. Two hundred ninety-three students in South Korea completed a demographic questionnaire, the Frost Multidimensional Perfectionism Scale, the Self-Directed Learning Strategies Scale, and the School Adjustment Scale. Correlational analyses and a multiple regression analysis were run to investigate the relationships among the three variables, as well as the mediating role of self-directed learning strategies on school adjustment. While the adaptive functions of perfectionism were significantly correlated with self-directed learning strategies, the maladaptive functions of perfectionism demonstrated no significant results. Moreover, self- directed learning strategies were found to be a significant mediating factor in the relationship between the adaptive functions of perfectionism, namely organization, and school adjustment. More specifically, adaptive functions of perfectionism was positively associated with self-directed learning strategy, which in turn, was positively associated with greater school adjustment. These findings signify the importance to address both multidimensional perfectionism and self-directed learning strategies in school adjustment.
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