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대학생용 동기조절전략 척도의 타당화

Validation of a Motivational Regulation Scale for Korean University Students

박혜숙|전명남
사회과학연구소 (Institute of Social Sciences SOGANG UNIVERSITY)|2012.08|사회과학연구 (Journal of Social Science)|제38권 제2호|pp. 23-45|DOI 10.15820/khjss.2012.38.2.002

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참고문헌

키워드

학업성취도scale validation척도 타당화academic achievementstudy time공부시간동기조절전략motivational regulation
주제분류사회과학일반

초록

동기조절은 자신의 동기의 수준, 노력, 지속성을 관리하는 심리적 활동을 의미한다. 본 연구는 Wolters가 2010년에 수정판으로 개발한 동기조절전략 척도를 한국인 학생을 대상으로 타당화하여 추후 국내에서 사용할 수 있도록 하는데 목적을 두었다. 대구광역시, 광주광역시, 경상북도 소재 대학교 421 명의 대학생들에게 동기조절전략에 관한 설문을 실시하였다. 탐색적 요인분석을 실시하여, 6개의 구인을 발견하고, 각 구인을 가치조절, 수행적 자기지시, 자기결과적 조치, 환경구조화, 흥미강화전략, 숙달적 자기지시전략으로 명명하였다. 선발된 26문항에 대하여 확인적 요인분석을 실시하여, 6개 요인임을 판명했다. 각 요인들이 서로 상관이 있는 연구모형과 그렇지 않다는 독립모형을 비교하였고, 그 결과 연구모형이 더 적합한 것으로 나타났다. 또한 구성된 동기조절 척도의 준거 관련 타당도를 확보하였다. 동기조절전략과 학업성취도와의 관계에서, 학업성취도는 환경구조화 조절전략을 제외한 가치조절, 수행적 자기지시, 자기결과적 조치, 흥미강화전략, 숙달적 자기지시전략에서 유의한 상관관계가 나왔다. 몇 개의 동기조절전략과 공부시간 간에 크기는 작지만 유의한 상관관계가 나왔다. 이는 동기조절이 학업적 수행과 관련하여 ‘동기의 최적화(optimizing)'에 기여하는 성질을 가지고 있음을 시사하고 있다.

Abstract

Motivational regulation means students' psychological activities to manage their own level of motivation, effort, or persistence. This study was conducted to validate Wolters’ revised motivational regulation scale (2010) with Korean university students for future use. Using the exploratory factor analysis, initial six factors, such as regulation of value, performance goals, self-consequating, environmental structuring, regulation of situational interest, situational interest, and mastery goals were identified. Using the selected 26 items, a confirmatory factor analysis was conducted and the six factors were again confirmed. Because these six factors were correlated with one another, the ‘factor correlation model (a research model)' was constructed. It was compared with an alternative one without any correlations among the factors (an independent model), and the research model turned out to be a better fit. In order to get criterion-referenced validity, correlation analyses were conducted between motivational regulation strategies and time spent for study and also between motivational regulation strategies and academic achievement(GPA). Except for environment structuring strategy, there were statistically significant correlations between those strategy variables and academic achievement. There were statistically significant correlations between some motivational strategy variables and time spent for study even though magnitudes were small. These findings indicate that motivational regulation strategies seem to be optimizing motivation in academic settings.

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