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NTIS 바로가기한국산학기술학회논문지 = Journal of the Korea Academia-Industrial cooperation Society, v.14 no.3, 2013년, pp.1148 - 1156
The purpose of this study is to investigate the relationship among self-efficacy, motivation proposed by self-determination theory and academic achievement and to confirm the relative predictive power of motivation variables in predicting 480 middle/high students' achievement. The instruments used i...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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자기효능감은 무엇인가? | 최근 들어 자기효능감은 어떤 행동을 예측하거나 그 행동을 지속하는데 가장 중요한 영향을 미치는 심리적 요인 중 하나로 점점 더 강조되고 있다. 자기효능감은 과제 수행에 필요한 동기, 인지적 원천, 행동의 방향을 이끌어 성공에 필요한 신체적, 지적, 감정적 원천을 움직이게 하는 개인의 능력에 대한 믿음이다[13]. 대학생을 대상으로 한 이달석[14]의 연구에서 자기효능감과 비슷한 의미로 ‘학습에 대한 자신감’이란 용어를 사용하여 학생의 성취수준에 따라 ‘학습에 대한 자신감’에 있어 차이가 있음을 보여주었다. | |
자기결정성동기 이론에 따른 동기 유형은 어떻게 세분화되는가? | 자기결정성동기 이론에 따른 동기 유형을 여섯 가지, 즉 무동기(amotivation), 외재적 동기(external regulation), 내사조절(introjected regulation), 동일시조절(identified regulation), 통합조절(integrated regulation) 그리고 내재적 동기(intrinsic regulation)로 세분화하였다[28]. | |
자기효능감과 학업성취간의 선행 연구중에서 Pintrich 와 DeGroot는 어떠한 연구 결과를 나타내었는가? | 자기효능감이 높은 학습자들은 낮은 학습자들에 비해 자신의 수행에 대해 높은 기대를 하며 학습과제를 더 가치 있게 판단하며 높은 수준의 과제참여를 하는 것으로 나타났다[18,19]. Pintrich 와 DeGroot[20]는 학업적 자기효능감의 증진은 효율적인 인지적 전략의 사용을 증가시켜 높은 수행수준에 도달하게 한다고 하였다. 그들의 연구에 따르면, 학업성적 상위집단이 하위집단에 비해 자기조절 학습 기능을 더 많이 사용하는 것으로 나타났다. 또한 자기조절학습 기능이 발달한 학생들은 이미 학습한 개념을 사용하고 문제해결에 끈기 있게 대처하지만, 자기조절 학습 기능이 낮은 학생들은 주어진 문제해결 방법을 그대로 적용하는 경향이 있음을 발견하였다[21,22]. 이 외에도 자기효능감과 그 하위요인 들의 상관정도에 관한 초·중등 학교 및 성인 등의 연구에서는 자기조절효능감과 가장 밀접한 정적 상관이 있는 것으로 나타났다[23,24,3,15]. |
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