영어 교육문화에서 인지되는 몰입과 자신감 요인 특성 분석
An Analysis of Learning Flow and Confidence Factor in English Education Culture
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The purpose of this study is to determine the relationship between learning confidence and learning flow for college students. Data were obtained from a sample of 528 students. For the correct analysis, the following methods are used; descriptive statistics, reliability analysis, factor analysis, MANOVA, correlation analysis, stepwise multiple regression analysis. The questionnaire developed by Vealey, Hayashi & Giacobbi(1998) was used to identify confidence and the questionnaire revised by Kim ah-young et al(2010) was also used to identify learning flow for college students. The subordinate factors of confidence are teacher’s leadership, social support, demonstration of ability. and physical/mind preparation. The subordinate factors of learning flow are balance of challenge and skill, agreement of behavior and perception, definite goal, embodiment feedback, task concentration, regulation, losing of self-consciousness, transformative time sensation, and autotelic experience. The result of this study is as follows. First, between male and female students, there is partially a significant difference in learning flow and learning confidence. Second, between high grade and low grade students, there is partially a significant difference in learning flow and learning confidence. Third, in the relationship between learning flow and learning confidence, there is the positive correlation. Fourth, the subordinate factor of learning confidence is the subordinate factor of learning flow.
Abstract
The purpose of this study is to determine the relationship between learning confidence and learning flow for college students. Data were obtained from a sample of 528 students. For the correct analysis, the following methods are used; descriptive statistics, reliability analysis, factor analysis, MANOVA, correlation analysis, stepwise multiple regression analysis. The questionnaire developed by Vealey, Hayashi & Giacobbi(1998) was used to identify confidence and the questionnaire revised by Kim ah-young et al(2010) was also used to identify learning flow for college students. The subordinate factors of confidence are teacher’s leadership, social support, demonstration of ability. and physical/mind preparation. The subordinate factors of learning flow are balance of challenge and skill, agreement of behavior and perception, definite goal, embodiment feedback, task concentration, regulation, losing of self-consciousness, transformative time sensation, and autotelic experience. The result of this study is as follows. First, between male and female students, there is partially a significant difference in learning flow and learning confidence. Second, between high grade and low grade students, there is partially a significant difference in learning flow and learning confidence. Third, in the relationship between learning flow and learning confidence, there is the positive correlation. Fourth, the subordinate factor of learning confidence is the subordinate factor of learning flow.
참고문헌 (21)
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