학업 열정, 자기효능감 및 자기조절학습의 구조적 관계: 열정이원론에 근거하여
The Structural Relationship among Academic Passion, Self-efficacy, and Self-regulated Learning: Based on the Dualistic Model of Passion
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본 연구에서는 대학생의 학업 열정, 자기효능감 및 자기조절학습의 관계를 살펴보고, 조화열정과 강박열정에 따른 차이를 비교하였다. 연구에서는 전국의 4년제 대학에 재학하는 학생을 대상으로 실시한 온라인 설문조사의 응답 결과 중 294명(남학생 133명, 여학생 161명)의 자료를 확인적 요인분석과 구조방정식모형 검증을 통해 분석하였다. 분석 결과 첫째, 확인적 요인분석은 양호한 모형 적합도를 보여 조화열정, 강박열정, 자기효능감과 자기조절학습에 해당하는 인지조절과 노력조절 측정변인들이 해당 잠재변인을 잘 반영하는 것으로 나타났다. 둘째, 구조방정식모형의 경로에서 조화열정은 자기효능감과 인지조절을 직접적이고 정적으로 예측하였으나 강박열정은 자기효능감 혹은 자기조절학습에 통계적으로 유의한 예측력을 보이지 않았다. 또한, 조화열정에서 자기효능감을 거쳐 인지조절 혹은 노력조절로 이어지는 간접효과는 정적으로 유의하게 나타났다. 연구결과를 종합하면 열정이원론에서 주장하는 열정 유형에 따른 차이와, 각각의 열정이 학업 관련 변수에 미치는 차별적 영향력을 확인할 수 있다.
Abstract
This study investigated the structural relationship between university students' academic passion, self-efficacy, and self-regulated learning. Online responses were collected from students enrolled in four-year universities nationwide, and a total of 294 cases (male: 133, female: 161) were analyzed using a confirmatory factor analysis and a structural equation modeling. The current findings are as follows: First, the confirmatory factor analysis showed a good model fit, indicating that the measurement variables for harmonious passion, obsessive passion, self-efficacy, and self-regulated learning (i.e. cognitive regulation and effort regulation) properly reflected their respective latent variables. Second, in examining the path coefficients of the structural equation model, harmonious passion directly and positively predicted self-efficacy and cognitive regulation, whereas obsessive passion did not show statistically significant predictive power for self-efficacy or self-regulated learning. Additionally, the indirect effects from harmonious passion to cognitive or effort regulation through self-efficacy were found to be significantly positive. The differences between the types of passion as proposed by the dualistic model of passion, as well as the differential effects of each type of passion on academic-related variables, can be confirmed.
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