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창의적 학습 경영을 위한 자기주도학습 기초요인 분석

Analysis of Basic Factors of Self-Directed Learning for the Creative Leaning Management

김경순|변상해|고재량
한국벤처창업학회 (The Korean Society of Business Venturing)|2013.12|벤처창업연구 (Asia-Pacific Journal of Business Venturing and Entrepreneurship)|제8권 제4호|pp. 145-159|DOI 10.16972/apjbve.8.4.201312.145

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참고문헌

키워드

자기주도학습Self-directed Learning학습동기학업적 자기효능감학습몰입Learning FlowLearning Motivation. Academic Self-efficacy

초록

이 연구의 목적은 고등학생들의 학습장면에서 학습몰입과 자기주도학습의 관계에서 학습동기와 학업적효능감의 기능에 대한 구조적 관계를 밝히는 것이다. 연구목적을 수행하기 위하여 이론적 배경과 선행연구 결과를 바탕으로 측정모형을 검증하였고 최종모형을 선택하였다. 최초의 가설모형은 자기주도학습능력이 학습동기와 학업적효능감과 학습몰입에 직접효과를 미치고 학습동기와 자기효능감을 매개로 하여 학습몰입에 간접효과를 미친다는 것이었다. 그러나 가설모델의 경로 중 자기주도 학습에서 학습동기, 학습동기에서 학습몰입에로의 유의도가 떨어지는 것으로 나타나 모델의 적합도를 크게 훼손하지 않는 범위에서 경로를 수정하고 최종모델을 확정하였다. 이 모델을 검증하기 위하여 서울시내에 소재하고 있는 고등학생 900명을 대상으로 설문 조사를 실시하였고, 배부된 자료를 수집하여 무응답 및 결측자료를 제외한 총 815명의 자료를 바탕으로 AMOS v21.0 및 SPSS v21.0을 사용하여 구조방정식 모형을 검증하였다. 연구결과 학습몰입에 자기주도학습, 학업효능감이 직접적으로 영향을 미치는 것으로 나타났고, 자기주도학습과 학업적효능감은 학습동기와 학습몰입의 관계에서 간접적 영향도 미치고 있는 것으로 나타났다. 이와 같은 결과는 고등학생의 자기주도적학습과 학습몰입의 관계에 있어서 학습동기와 학업효능감이 학습몰입을 경험하게 하는 긍정적인 요인임을 말해주는 것임을 의미한다. 따라서 고등학생의 창의적 학습능력을 향상시키기 위해서는 정규 교육과정 기간 동안 학습몰입 경험을 이끌어 낼 수 있는 다양한 교육적 시도가 필요하며, 학생들의 학업적효능감을 높여줄 수 있도록 수준에 맞는 교육 방법과 환경이 절실히 요구된다고 할 것이다.

Abstract

The purpose of this study is to analyze the structural relationship as to how learning flow and self-directed learning are linked to learning motives and academic self-efficacy in the learning setting of high school students. To accomplish such purpose, based on theoretical backgrounds and preceding research findings evaluation models were put to verification for a valid research model for this study. The initial hypothetical model was that self-directed learning ability would have a direct influence on learning motive, academic efficacy and learning flow, while having an indirect influence on learning flow with learning motive and self-efficacy acting as a mediating variable. But the hypothetical model showed low significance level between self-directed learning and learning motive, and learning motive and learning flow. Therefore, links were adjusted to create the final model within the scope that the adequacy of the model might not be compromised. To verify the model, 900 high school students in Seoul were surveyed and the collected data were statistically analyzed using AMOS v21.0 and SPSS v21.0 But 815 surveys were excluded because they were not sufficiently answered. From the analysis, it was found that self-directed learning and academic efficacy have a direct influence on learning flow while self-directed learning and academic efficacy have an indirect leaning motive and learning flow. This finding means that, in the relationship of self-directed learning and learning flow, learning motive and learning efficacy are positive factors that help high school students experience learning flow. Thus, in order to enhance the experience of self-directed learning ability of high school students, various educational endeavors are needed to draw the experience of learning flow during the regular course of study. In addition, customized educational methods and environments are required to increase academic efficacy of the students.

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