예비교사의 지각된 수단성, 학습동기, 행동조절전략 간 경로분석 = A Path Analysis of Perceived Instrumentality, Learning Motivation, and Behavior Regulation Strategy in Pre-service Teachers

국문 초록 (Abstract)

본 연구의 목적은 예비교사의 지각된 수단성, 학습동기, 행동조절전략 간 관계성과 학습동기의매개효과를 경로분석을 통하여 검증하는 것이다. 미국 남부에 위치한 주립대에 재학 중인 예비교사 214명이 연구에 참여하였다. 내생적/외생적 수단성 척도, 내재적/외재적 동기 척도, 행동조절전략(시간과 학습환경 관리전략) 척도가 포함된 자기보고식 설문지를 통해 자료가 수집되었다. 수집된 자료에 대한 확인적 요인분석, 상관분석 및 경로분석을 수행하였다. 자료분석 결과, 예비교사의내생적 수단성은 그들의 내재적 동기와 시간 및 학습환경 관리 전략에 통계적으로 유의한 직접효과가 있었다. 또한, 내재적 학습동기는 내생적 수단성과 시간과 학습환경 관리 전략 사이에서 통계적으로 유의한 매개효과를 가지는 것으로 나타났다. 본 연구의 시사점은 예비교사의 내생적 수단성과 내재적 동기를 촉진하여 그들의 효과적 학습을 이끌어 낼 수 있는 학습환경 조성이 필요하다는 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate relationships among pre-service teachers’ perceivedinstrumentality, learning motivation, and use of behavior regulation strategies (i.e., time and studyenvironment management). A total of 214 pre-service teachers’ survey responses from a southernuniversity in the USA were used to conduct a path analysis. Self-reported survey responses wereabout endogenous/exogenous instrumentality, intrinsic/extrinsic motivation, and time and studyenvironment management strategies. The results of the path analysis showed that pre-serviceteachers’ endogenous instrumentality directly influenced their intrinsic motivation and use ofstrategies for time and study environment management. Moreover, pre-service teachers’ intrinsicmotivation played a mediating role between their endogenous instrumentality and strategies for timeand study environment management. This study suggested that to facilitate pre-service teachers’self-regulation and successful learning, educators in teacher education may need to provide aneffective learning environment to pre-service teachers so that pre-service teachers can have 1)appropriate understandings of the relationship between their future goals to be a teacher and thecontents of their teacher education courses and 2) appropriate levels of motivation to learn, becauseof their interest and enjoyment of learning.

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