이 논문은 관찰학습에서 나타나고 있는 반두라의 대리강화에 대한 이론과 효과들을 살펴보고, 그 개념을 기독교교육에서 행해지고 있는 영적 롤 모델링 전략에 적용한 연구이다. 이를 위해 먼저 반두라가 소개하고 있는 대리강화란 무엇이며, 관찰학습에서 대리강화가 어떻게 발생하는가 그리고 대리강화가 관찰자의 행동 변화에 어떠한 영향을 미치는가에 대하여 살펴보았다. 특별히 반두라는 관찰학습과 모방 혹은 반모방 행동 안에서 일어나는 학습과정에 대하여 개념화하였다. 이를 바탕으로 하여 반두라는 관찰학습에서 일어나는 대리강화의 과정을 4단계(집중, 기억, 행동재생, 그리고 동기화)로 분류하여 설명한다. 그뿐만이 아니라. 대리강화의 효과에 대해 3가지(관찰학습효과, 억제-탈억제효과, 유발효과)를 제시하였다. 이러한 반두라의 대리강화 이론과 그 효과를 바탕으로 하여 기독교교육에서 논의되고 있는 예수님 닮아가기 혹은 제자훈련 안에서의 영적 롤 모델링 전략을 재평가했다. 특별히 성경에서 사용하고 있는 모방에 대한 개념을 반두라의 대리강화 이론과 비교하면서 재해석하였고, 사도 바울이 제시하고 있는 영적 롤 모델의 역할을 대리강화의 효과라는 차원에서 재점검했다. 그 결과 2가지 차원에서의 영적 롤 모델 전략을 발견하였다. 즉 바울의 영적 롤 모델 역할은 긍정적인 차원에서 대리강화로써 신자로 하여금 기대되는 행동을 실행할 수 있도록 도와주는 하나의 본보기가 된다. 반면에 바울의 명령은 신자들에게 명확한 탈억제 효과를 불러일으키는 부정적인 차원에서의 대리강화로 사용되고 있음을 발견하였다. 그리고 마지막으로 관찰학습에 대한 연구들과 성경적 영적 롤 모델링 전략을 서로 연관시킴으로써 반두라의 대리강화가 기독교교육에 미칠 가능성을 함의하였다.
이 논문은 관찰학습에서 나타나고 있는 반두라의 대리강화에 대한 이론과 효과들을 살펴보고, 그 개념을 기독교교육에서 행해지고 있는 영적 롤 모델링 전략에 적용한 연구이다. 이를 위해 먼저 반두라가 소개하고 있는 대리강화란 무엇이며, 관찰학습에서 대리강화가 어떻게 발생하는가 그리고 대리강화가 관찰자의 행동 변화에 어떠한 영향을 미치는가에 대하여 살펴보았다. 특별히 반두라는 관찰학습과 모방 혹은 반모방 행동 안에서 일어나는 학습과정에 대하여 개념화하였다. 이를 바탕으로 하여 반두라는 관찰학습에서 일어나는 대리강화의 과정을 4단계(집중, 기억, 행동재생, 그리고 동기화)로 분류하여 설명한다. 그뿐만이 아니라. 대리강화의 효과에 대해 3가지(관찰학습효과, 억제-탈억제효과, 유발효과)를 제시하였다. 이러한 반두라의 대리강화 이론과 그 효과를 바탕으로 하여 기독교교육에서 논의되고 있는 예수님 닮아가기 혹은 제자훈련 안에서의 영적 롤 모델링 전략을 재평가했다. 특별히 성경에서 사용하고 있는 모방에 대한 개념을 반두라의 대리강화 이론과 비교하면서 재해석하였고, 사도 바울이 제시하고 있는 영적 롤 모델의 역할을 대리강화의 효과라는 차원에서 재점검했다. 그 결과 2가지 차원에서의 영적 롤 모델 전략을 발견하였다. 즉 바울의 영적 롤 모델 역할은 긍정적인 차원에서 대리강화로써 신자로 하여금 기대되는 행동을 실행할 수 있도록 도와주는 하나의 본보기가 된다. 반면에 바울의 명령은 신자들에게 명확한 탈억제 효과를 불러일으키는 부정적인 차원에서의 대리강화로 사용되고 있음을 발견하였다. 그리고 마지막으로 관찰학습에 대한 연구들과 성경적 영적 롤 모델링 전략을 서로 연관시킴으로써 반두라의 대리강화가 기독교교육에 미칠 가능성을 함의하였다.
This study reviews Bandura's vicarious reinforcement in observational learning process and implies this concept into Christian education in terms of spiritual role modeling. The first part of this study answers three questions: "what is vicarious reinforcement?" "how does vicarious reinforcement tak...
This study reviews Bandura's vicarious reinforcement in observational learning process and implies this concept into Christian education in terms of spiritual role modeling. The first part of this study answers three questions: "what is vicarious reinforcement?" "how does vicarious reinforcement take place in observational learning?" and "how does vicarious reinforcement affect observer's behavior change?" Bandura conceptualizes the learning process with observational learning and imitative or non-imitative performance. Based on this concept, Bandura define the roles of vicarious reinforcement in the four steps of observational learning process: attention, retention, motor reproduction, and motivational process. Also, the three effects of vicarious reinforcements are explained in the following categories: the observational learning effect, inhibitory or disinhibitory effects, and eliciting effect. Adapting the structure of observational learning theory in terms of the effect of vicarious reinforcement and the function of role models, the second part of this study examines the biblical concept of imitation of Christ and the modeling strategy of discipleship. Especially Paul's spiritual role model serves as positive vicarious reinforcement for the Christian believers to perform the desired behaviors. Also, Paul's condemnation serves as explicit negative vicarious reinforcement. Then, the last part of this study covers the implication of these findings from observational learning and empirical studies in terms of spiritual role modeling to Christian education.
This study reviews Bandura's vicarious reinforcement in observational learning process and implies this concept into Christian education in terms of spiritual role modeling. The first part of this study answers three questions: "what is vicarious reinforcement?" "how does vicarious reinforcement take place in observational learning?" and "how does vicarious reinforcement affect observer's behavior change?" Bandura conceptualizes the learning process with observational learning and imitative or non-imitative performance. Based on this concept, Bandura define the roles of vicarious reinforcement in the four steps of observational learning process: attention, retention, motor reproduction, and motivational process. Also, the three effects of vicarious reinforcements are explained in the following categories: the observational learning effect, inhibitory or disinhibitory effects, and eliciting effect. Adapting the structure of observational learning theory in terms of the effect of vicarious reinforcement and the function of role models, the second part of this study examines the biblical concept of imitation of Christ and the modeling strategy of discipleship. Especially Paul's spiritual role model serves as positive vicarious reinforcement for the Christian believers to perform the desired behaviors. Also, Paul's condemnation serves as explicit negative vicarious reinforcement. Then, the last part of this study covers the implication of these findings from observational learning and empirical studies in terms of spiritual role modeling to Christian education.
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
문제 정의
It was found that positive reinforcement facilitated and negative reinforcement hindered performance(197). His finding was a catalyst of empirical research about the effects of vicarious reinforcements in observational learning.
’s findings related to the effects of vicarious reinforcement. The studies investigated 114 normal first and fourth grade children who were predominately Hispanic to examine the effects on the subsequent behavior of non-directly reinforced children of direct social reinforcement to target children. Students were paired and assigned to the experimental group or the control group.
가설 설정
In order to create learning environments Christian educators should answer the following questions. The first questionnaire will have to assess the intrinsic motivational factors: what motivates the learner to participate in observational learning? How does their self-understanding affect the learning process? How does their inner expectation affect the reproduction of new behaviors? The second questionnaire will have to assess the learning environment as extrinsic motivational factors: how much the conditions of a learning environment motivate the learner to participate in observational learning related to the extrinsic motivational factors. This question covers the issues of classroom settings, time, contents management and instructional styles.
제안 방법
Therefore, this paper will be to define what vicarious reinforcement is, how vicarious reinforcement takes place in observational learning, and how vicarious reinforcement affects observer’s behavior change. Then, the second part of this paper will research empirical studies in terms of spiritual role modeling.
Then, the second part of this paper will research empirical studies in terms of spiritual role modeling. The last part of this paper will examine the biblical concept of imitation of Christ and the modeling strategy of discipleship and cover the implication of these findings from observational learning and empirical studies to Christian education.
Mithaug and Burgess(1969) investigated the relative importance of individual feedback under the condition of group vicarious reinforcement. They administrated the experiments with 5 to 10 years old children in the following conditions: group reinforcement with individual feedback, individual reinforcement with feedback, and group and individual reinforcement with individual feedback. It was found that when the conditioned vicarious reinforcements were visible to the subjects(or observers) for group response, but not for individual feedback, group and individual reinforcement with individual feedback was effective in strengthening and maintaining the group response above the base rate(108).
성능/효과
In conclusion, Christian educators can adapt the structure of observational learning theory in terms of the effect of vicarious reinforcement and the function of role models. The socio-psychological mechanisms of observational learning enable Christian educators to understand how people learn and grow through vicarious observation.
참고문헌 (24)
Akamatsu, T. J. & Thelen, M. H. (1974). A review of the literature on observer characteristics and imitation. Developmental Psychology, 10(1), 38-47.
Blevins, D. (2001). Learning theories. In M. A. Anthony, W. S. Benson, D.Eldridge, & J. Gorman (Eds). Evangelical Dictionary of Christian Education. Grand Rapids: Baker Academic. 419-244
Cook, D.M. (1986). Short-term effects of vicarious versus direct social reinforcement on problem solving performance of children. Unpublished doctor's dissertation, Biola University.
Decker, P. J. & Nathan, B. R. (1985). Behavior modeling training: Principles and applications. New York: Praeger Publishers.
Dykstra, C.R. (1990). Learning theories. In Harper's encyclopedia of religious education. San Francisco: Harper & Row Publisher, 369-371
Han, C. (2011). A study of church growth in korea based on church education. A Journal of Christian Education in Korea, 26, 129-151.
Khan, K. H. & Cangemi, J. P. (2001). Social learning theory: The role of imitation and modeling in learning socially desirable behavior. Education, 100(1), 41-46.
Kim, I. (2011). Bible study method for encouraging laity's theological thinking in korea church: about actualization of shared praxis approach drawn on curriculum writing experience using shared praxis approach. A Journal of Christian Education in Korea, 26, 307-341.
Ko, Y. & Heo, E. (2018). Teaching and learning in Christian religious educational using paul's motivation method. A Journal of Christian Education in Korea, 56, 317-345.
Martin, M. (1999). Example and imitation in the thessalonian correspondence. Southwestern Journal of Theology, 42(1), 39-49.
Mithaug, D. E. & Burgess, R. L. (1969). The effects of different reinforcement contingencies in the development of social cooperation. In Burgess, R. L. & Bushell, D. (Eds.). Behavioral sociology the experimental analysis of social process. New York: Columbia University Press, 81-108.
Oh, S. (2014). Post-paulo freire's education for critical consciousness and education for adolescence. A Journal of Christian Education in Korea, 37, 115-144.
Park, E. (2009). A Development on the creative problem solving Christian learning model. A Journal of Christian Education in Korea, 20, 359-388.
Richards, L. (1975). Christian education. Grand Rapids: Zondervan.
Sechrest, L. (1963). Implicit reinforcement of responses. Journal of Educational Psychology, 54, 197-201.
Silberman, I. (2003). Spiritual role modeling: the teaching of meaning systems. The Interpersonal Journal for the Psychology of Religion, 13(3), 175-195
※ AI-Helper는 부적절한 답변을 할 수 있습니다.