자기결정성이론에 기초한 동기와 독해능숙도 및 독해전략과의 관계에 관한 연구
A Study on the Relationship among Reading Proficiency, Reading Strategies and Motivations based on the Self-Determination Theory
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The purpose of this study is to find the relationship among reading proficiency, reading strategies and motivations based on the Self-Determination Theory(SDT). Two hundred and thirty two college students participated in the study. The main results were as follows: At first, the question is whether there exist any preferred types of motivations for each group. Another question is which motivation is the most important to indicate reading proficiency. This study revealed that intrinsic regulation among other subtypes of motivations was the most preferred one for all groups, having a positive correlation with reading proficiency, and that the most influential motivation on the reading proficiency is amotivation, which had a negative effect on it. Secondly, it was found that the correlation between motivations and reading strategies is very low. Stepwise regression analyses revealed that the most influential variables on the reading proficiency were both meta-cognitive strategy and identified regulation among reading strategies (cognitive, compensation, meta-cognitive, and social cognitive strategy) and motivations (amotivation, extrinsic regulation, introjected regulation, identified regulation, and intrinsic regulation).
Abstract
The purpose of this study is to find the relationship among reading proficiency, reading strategies and motivations based on the Self-Determination Theory(SDT). Two hundred and thirty two college students participated in the study. The main results were as follows: At first, the question is whether there exist any preferred types of motivations for each group. Another question is which motivation is the most important to indicate reading proficiency. This study revealed that intrinsic regulation among other subtypes of motivations was the most preferred one for all groups, having a positive correlation with reading proficiency, and that the most influential motivation on the reading proficiency is amotivation, which had a negative effect on it. Secondly, it was found that the correlation between motivations and reading strategies is very low. Stepwise regression analyses revealed that the most influential variables on the reading proficiency were both meta-cognitive strategy and identified regulation among reading strategies (cognitive, compensation, meta-cognitive, and social cognitive strategy) and motivations (amotivation, extrinsic regulation, introjected regulation, identified regulation, and intrinsic regulation).
참고문헌 (22)
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