본 연구의 목적은 웹기반 학습환경에서 학습지향적인 목표를 촉진시키는 학습동기지원전략의 제공이 학업성취도와 내재적 동기에 미치는 효과를 살펴보는 데에 있다. 이를 위해 초등학교 5...
http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
https://www.riss.kr/link?id=A75428858
2007
-
373.305
KCI등재
학술저널
35-51(17쪽)
5
0
상세조회0
다운로드국문 초록 (Abstract)
본 연구의 목적은 웹기반 학습환경에서 학습지향적인 목표를 촉진시키는 학습동기지원전략의 제공이 학업성취도와 내재적 동기에 미치는 효과를 살펴보는 데에 있다. 이를 위해 초등학교 5...
본 연구의 목적은 웹기반 학습환경에서 학습지향적인 목표를 촉진시키는 학습동기지원전략의 제공이 학업성취도와 내재적 동기에 미치는 효과를 살펴보는 데에 있다. 이를 위해 초등학교 5학년 학생 70명이 웹기반 학습환경에서 학습동기지원전략의 제공 여부에 따라 실험집단(35명)과 통제집단(35명)에 참가하였다. 실험집단의 경우 학습지향적인 목표를 증진시키기 위해 고안된 과제메시지와 학습자 중심의 과제선택권이 제공되었고, 통제집단은 이러한 전략이 제공되지 않았다. 연구 결과 웹기반 학습환경에서 학습지향적인 목표를 증진시키기 위한 동기전략들이 제공된 집단의 학습자들이 그렇지 않은 집단의 학습자들보다 학업성취도 및 내재적 동기 검사에서 높은 점수를 보이는 것으로 나타났다. 이러한 결과는 웹기반 학습환경에서 학습동기지원전략의 제공이 학업성취도와 내재적 동기를 증진시킨다는 것을 의미한다. 학습지향적인 목표와 내재적 동기, 학업성취도 사이의 상관관계의 정도를 측정한 결과 학습지향적인 목표와 내재적 동기간에 유의미한 상관관계가 나타났다. 그렇지만 학습지향적인 목표와 학업성취도간, 내재적 동기와 학업성취도 간에는 의미있는 상관관계가 나타나지 않았다.
다국어 초록 (Multilingual Abstract)
The purpose of this study is to examine the effects of providing goal-oriented context on intrinsic motivation and achievement in a web-based learning environment. Both students who received the goal-oriented context and those who did not receive the ...
The purpose of this study is to examine the effects of providing goal-oriented context on intrinsic motivation and achievement in a web-based learning environment. Both students who received the goal-oriented context and those who did not receive the goal-oriented context participated in a web-based learning environment to study Powerpoint. The goal-oriented context was created by incorporating two contextual factors (task instruction messages, distribution of authority) to increase a learner`s learning goal orientation. Task instruction messages emphasized the importance of learning and task challenge and were presented both before and after of the each learning unit. Distribution of authority were possible by allowing learners to choose learning topics and learning paths in the study material. Study results showed that students in the goal-oriented context group earned significantly higher scores on both achievement test and intrinsic motivation test than those in the control group. This result implies that stimulating learning goal orientation influences the development of intrinsic motivation and learning outcomes. Results also showed that significant correlation were found between learning goal orientation and intrinsic motivation, and between intrinsic motivation and achievement. However, no significant correlation was found between learning goal orientation and achievement. Future studies should find the relations between learning goal orientation, intrinsic motivation, and achievements in order to identify the effect of supporting goal orientation on intrinsic motivation and achievement clearly.
참고문헌 (Reference)
1 최병연, "자기효능감, 성취목표지향성, 학습전략 및 학업성취간의 관계 분석" 고려대학교 교육문제연구소 1998
2 송해덕, "동기화된 HRD e-Learning을 위한 교수학습전략" 41-54, 2006
3 Weinstein, "The teaching of learning strategies Handbook of research on teaching" McGraw- Hill 315-327, 1986
4 Meece, "Students′ goal orientation and cognitive engagement in classroom activities Journal of Educational Psychology" 514-523, 1988
5 Newman, R. S, "Students’ help seeking during problems solving: effects of grade, goal, and prior achievement" 32 (32): 352-376, 1995
6 Song, H, "Stimulating intrinsic motivation toward problem solving using goal-oriented contexts and peer group composition" 54 (54): 445-466, 2006
7 Harackiewicz, J. M, "Rethinking achievement goals: When are they adaptive for college students and why?" 33 (33): 1-21, 1998
8 Epstein, "Research on motivation in education" In C Academic Press 259-295, 1989
9 Graham, "Motivational influences on cognition and depth of information processing Journal of Educational Psychology" ement : 1991187-194
10 Pintrich, P. R, "Motivation in education-theory, research, and applications" New Jersey: Merrill Prentice Hall 2002
1 최병연, "자기효능감, 성취목표지향성, 학습전략 및 학업성취간의 관계 분석" 고려대학교 교육문제연구소 1998
2 송해덕, "동기화된 HRD e-Learning을 위한 교수학습전략" 41-54, 2006
3 Weinstein, "The teaching of learning strategies Handbook of research on teaching" McGraw- Hill 315-327, 1986
4 Meece, "Students′ goal orientation and cognitive engagement in classroom activities Journal of Educational Psychology" 514-523, 1988
5 Newman, R. S, "Students’ help seeking during problems solving: effects of grade, goal, and prior achievement" 32 (32): 352-376, 1995
6 Song, H, "Stimulating intrinsic motivation toward problem solving using goal-oriented contexts and peer group composition" 54 (54): 445-466, 2006
7 Harackiewicz, J. M, "Rethinking achievement goals: When are they adaptive for college students and why?" 33 (33): 1-21, 1998
8 Epstein, "Research on motivation in education" In C Academic Press 259-295, 1989
9 Graham, "Motivational influences on cognition and depth of information processing Journal of Educational Psychology" ement : 1991187-194
10 Pintrich, P. R, "Motivation in education-theory, research, and applications" New Jersey: Merrill Prentice Hall 2002
11 Brophy, J, "Motivating students to learn" Boston: Massachusetts: McGraw-Hill 1998
12 Song, H, "Motivating online collaborative learning: design implications from a learning goal orientation perspective" 44 (44): 43-47, 2004
13 Song, H, "Motivating ill-structured problem solving in a web-based peer group environment: Learning goal-orientation perspective" 33 (33): 351-367, 2005
14 Midgley, C, "Manual for the patterns of Adaptive Learning Scale" Ann Arbor: University of Michigan 2000
15 McNeil, N. M, "Learning mathematics from procedural instruction: externally imposed goals influence what is learned" 92 (92): 734-744, 2000
16 Elliott, E. S, "Goals: an approach to motivation and achievement" 54 (54): 5-12, 1998
17 Maehr, M., "Goal theory is not dead-not yet, anyway: a reflection on the special issue" 13 (13): 177-185, 2001
18 Fuchs, L. S, "Effects of task-focused goals on low-achieving students with and without learning disabilities" 34 (34): 513-543, 1997
19 Gabriele, A., J, "Collaborative learning with a skilled peer: The influence of achieving goals and perceptions of partners′ competence on the participation and learning of low-achieving" 69 (69): 152-178, 2001
20 Atkinson, "An introduction to motivation" Princeton 1964
21 Pintrich, P. R, "An achievement goal theory perspective on issues in motivation terminology, theory, and research" 25 : 92-104, 2000
22 Ames, "Achievement goals in the classroom Journal of Educational Psychology" 260-267, 1988
23 Rawsthrone, L. J, "Achievement goals and intrinsic motivation: A meta-analytic review" 3 (3): 326-344, 1999
24 Gottfried, "Academic intrinsic motivation in elementary and junior high school students Journal of Educational Psychology" 631-645, 1985
25 Dweck, "A social-cognitive approach to motivation and personality" 256-273, 1988
사이버가정학습에 대한 학생들의 만족도 및 효과성 인식 분석: 경상북도 사이버가정학습을 중심으로
사이버대학 학생의 중도탈락 경험에 근거한 중도탈락 요인에 관한 질적 연구
대학의 웹 기반 학습환경에서 학습자의 성취수준에 따른 만족도 인식의 차이에 대한 연구
학술지 이력
연월일 | 이력구분 | 이력상세 | 등재구분 |
---|---|---|---|
2026 | 평가예정 | 재인증평가 신청대상 (재인증) | |
2020-04-20 | 학회명변경 | 영문명 : Korea Association Of Educational Information & Broadcasting -> Korea Association for Educational Information and Media | |
2020-01-01 | 평가 | 등재학술지 유지 (재인증) | |
2017-01-01 | 평가 | 등재학술지 유지 (계속평가) | |
2013-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2010-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2008-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2005-01-01 | 평가 | 등재학술지 선정 (등재후보2차) | |
2004-01-01 | 평가 | 등재후보 1차 PASS (등재후보1차) | |
2003-01-01 | 평가 | 등재후보 1차 FAIL (등재후보1차) | |
2001-07-01 | 평가 | 등재후보학술지 선정 (신규평가) |
학술지 인용정보
기준연도 | WOS-KCI 통합IF(2년) | KCIF(2년) | KCIF(3년) |
---|---|---|---|
2016 | 1.59 | 1.59 | 1.95 |
KCIF(4년) | KCIF(5년) | 중심성지수(3년) | 즉시성지수 |
2 | 1.96 | 2.299 | 0.35 |