성인학습자의 학습동기와 자기주도학습의 관계

• 영문명: The Relationship between Academic Motivation and Self-Directed Leaning among Adult Learners
• 발행기관: 학습자중심교과교육학회
• 저자명: 한상훈
• 간행물 정보: 『학습자중심교과교육연구』제7권 2호, 355~374쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.12.30

국문 초록

본 연구의 목적은 성인학습자의 학습동기와 자기주도학습의 관계를 규명하고, 학습동기와 자기주도학습의 정도가 연령별, 학력별에 따라서 어떠한 차이가 있는지를 분석하는 데 있다. 20세～68세의 성인학습자 658명을 대상으로 학습동기 검사와 자기주도학습 검사를 실시하여 자료를 수집하였다. 수집된 자료는 SPSS win 13.0에 의해 상관분석(correlation analysis), 중다회귀분석(multiple regression analysis), 변량분석(analysis of variance)이 수행되었으며, 신뢰도는 Cronbach α계수를 구했는데, 학습동기는 .83, 자기주도학습은 .90으로 나타났으며, 분석결과 다음과 같은 사실이 밝혀졌다. 첫째, 성인학습자의 학습동기가 높을수록 자기주도학습 정도가 높았고, 학습동기가 자기주도학습의 전체변량의 45.1%를 설명하며, 학습동기 하위요인들의 자기주도학습에 대한 상대적 공헌도는 숙달목표지향, 자기효능감, 수행목표지향의 순이다. 둘째, 학습동기는 연령별, 학력별에 따라 유의한 차이가 있는 것으로 나타났다. 셋째, 자기주도학습은 연령별, 학력별에 따라 유의한 차이가 있는 것으로 나타났다

영문 초록

The purpose of this study was to investigate the relationship between academic motivation and self-directed learning among adult learners, and to explore the differences of their academic motivation and self-directed learning between the ages and educational backgrounds. In order to accomplish this purpose, the questions that this study addresses to answer are as follows: First, is there a significant correlation between academic motivation and their self-directed learning? Second, are there significant differences between the ages and educational backgrounds in the degree of academic motivation? Third, are there significant differences between the ages and educational backgrounds in the degree of self-directed learning? The subjects of the present study consisted of 658 adult learners ranged from twenty to sixty-eight years old. The survey instruments used for this study were Academic Motivation Scale and Self-directed Learning Scale. The statistical methods employed for data analysis were the correlation analysis, multiple regression analysis, and ANOVA by SPSS win 13.0. The reliability coefficient(Cronbach α) of these were .83 and .90, respectively. The results of the study were as follows: Firstly, there was a significant positive correlation between adult learners\ academic motivating and their self-directed learning. Also, the explanatory power of predictive variables(mastery goal orientations, self-efficacy, and performance goal orientations) for the self-directed learning was approximately 45.1%. Secondly, there were significant differences between the ages and educational backgrounds in the degree of academic motivation. Finally, there were significant differences between the ages and educational backgrounds in the degree of self-directed learning.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구 결과 및 해석

Ⅴ. 논의 및 결론

참고문헌

키워드

학습동기 자기주도학습 상관분석 중다회귀분석 변량분석