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한국산학기술학회논문지 = Journal of the Korea Academia-Industrial cooperation Society, v.19 no.5, 2018년, pp.285 - 295
곽윤정 (세종사이버대학교 상담심리학과) , 이지혜 (세종사이버대학교 상담심리학과)
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This study examined the effects of Cyber University students' educational participatory motivation and life satisfaction on their satisfaction with their major. The subjects were 937 adult learners at one of the Cyber Universities in Seoul, Korea, who were over 20 years of age. The results were as f...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 대학생의 전공만족도란 무엇인가? | 대학생의 전공만족도는 자신이 소속한 전공학과가 미래의 진로와 직업 또는 이상적으로 생각하는 기준과 일치하는지에 대한 만족감으로 자신의 전공에 대한 이해와 전공 관련 학업에 대한 만족도이다[14]. 김계현과 하혜숙[22]은 전공이 가지는 사회적 소속감을 포함한 학과만족이라는 용어를 사용하여 “개인이 설정한 진로나 직업에 대한 기대와 비교하여 현재 사진이 속한 학과를 평가하는 판단과정의 산물”이라고 하였다. | |
| Houle은 학습자의 학습참여동기유형을 어떻게 분류하였는가? | 그들의 동기에 관한 연구는 성인학습자의 평생교육 참여동기를 체계적으로 유형화하고 구조적 특성을 규명하고자 한 Houle[29]의 연구를 기점으로 한다. Houle은 학습자의 학습참여동기유형을 학습지향(learning-oriented), 목적지향(goal-oriented), 활동지향(activity-oriented) 동기로 분류하였다[30]. | |
| 활동지향적인 학습자들이 성인교육에 참여하는 이유는 무엇인가? | 셋째, 활동지향적인 학습자들은 특정 목표를 획득하거나 어떤 과목을 배우기보다는 활동 그 자체와 사회적 상호작용을 목적으로 참여한다[30]. 이들은 대부분이 어떠한 특정 내용이나 기술을 배우고 익히기 위해 참여하는 것이 아니라, 사회적인 관계의 형성, 소속감의 형성, 단조로운 일상사로부터의 도피, 사회적 안정 및 참여, 가족이나 직장에서의 기대, 대인관계 증진 등의 변화를 추구하기 위하여, 또는 가정이나 직장생활에서 당면하게 되는 현실로부터 잠시 도피하기 위해 성인교육에 참여한 다[31]. |
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