학습유형, 쓰기 신념, 쓰기 불안과 쓰기 수행의 관계
The Relationship Between Learning Styles, Writing Beliefs, Writing Anxiety, and Writing Performance
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초록
필자의 인지적·정서적 개인차가 작문의 과정과 결과에 미치는 영향을 알아보기 위한 연구의 일환으로서, 본 연구는 학습 유형, 쓰기 신념, 쓰기 불안이 글 결과물의 질 및 활동에 대한 인식과 어떤 관계인지 탐구하고자 하였다. 116명의 대학생이 연구에 참여하여 학습 유형 검사, 쓰기 신념 및 쓰기 불안 측정에 임한 후 논증적 글쓰기를 수행하였다. 또한 글쓰기 완료 후 활동에 대한 어려움, 흥미, 만족도 등을 묻는 사후 설문을 작성하였다. 다변량 다중 회귀분석 결과, 학습 유형 중 수렴형 학습자의 글 점수, 흥미와 만족도가 다른 유형보다 유의하게 높았다. 교류적 신념은 글 점수에서 긍정적 영향을, 전달적 신념은 부정적 영향을 보였다. 쓰기 불안은 통념과 달리 과제에 대한 흥미 측면에서 긍정적 상관관계를 나타내었다. 이상의 결과와 관련된 연구 의의 및 제언을 제시하였다.
Abstract
As part of a study to investigate the impact of individual differences on the writing process and outcomes, this research aimed to explore the relationship between learning styles, writing beliefs, writing anxiety, and the quality of written output as well as perceptions of the writing activity. A total of 116 university students participated in the study, completing inventories on learning styles, writing beliefs, and writing anxiety, and then performed an argumentative writing task. After completing the writing tasks, participants were asked to fill out a post-questionnaire that inquired about difficulties, interest, and satisfaction related to the activity. The results of the multivariate multiple regression indicated that the converging learning style was significantly associated with higher writing scores, interest, and satisfaction compared to other types. Transactional beliefs had a positive effect on writing scores, while transmissional beliefs showed a negative effect. Contrary to common assumptions, writing anxiety exhibited a positive correlation with interest in the task. The study discussed the significance and implications of these findings and suggestions for future research.
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