학습 몰입의 성격 분석 연구 -학습 동기, 학업성취도 및Csikszentmihalyi의 몰입 모델 중심으로-
Analyzing Characters of the Learning Flow
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본 연구는 초등학생들이 학습 맥락에서 경험하는 학습 몰입의 성격이 Csikszentmihalyi가 제시한 몰입의 성격과 차이가 있는지를 규명하는데 목적을 두었다. 학습 몰입의 성격을 조사하기 위해 5가지 연구문제(학습 동기와 학습 몰입과의 관련성, 학습 몰입과 학업성취도와의 관련성, 학습 동기와 학습 몰입 및 학업성취도와의 관계, 학습 몰입의 도전과 능력과의 관계, 교과목에 따른 학습 몰입의 차이)를 조사하였다. 본 연구는 초등학생 5학년 181명과 6학년 188명 총369명을 대상으로 2006년 12월에서 2007년 2월까지 설문을 통해 검사를 실시하였다. 본 연구의 결과, 먼저 학습 동기에 따른 학습 몰입은 내재적 동기를 가진 학생들의 학습몰입도가 가장 높은 것으로 나타났다. 둘째, 학습 몰입에 따른 학업성취도는 학습몰입도가 높은 학생이 학업성취도가 가장 높은 것으로 나타났다. 셋째, 학습동기와 학습 몰입에 따른 학업성취도와의 관계를 조사한 결과, 학습 동기보다 학습 몰입이 학업성취도에 좀더 영향을 주는 것으로 나타났다. 학생들은 학습 상황에서 학습 몰입도가 높을수록 학업성적이 향상될 것을 예상할 수 있다. 넷째, 학습 몰입의 도전과 능력과의 관계는 자신의 능력보다 조금 낮은 도전에서 몰입 상태를 경험하는 것으로 나타났다. 마지막으로 교과목에 따른 학습 몰입의 빈도는 유의한 차이가 존재했다. 초등학생들은 수업시간에 체육, 수학, 과학 순으로 몰입을 가장 많이 경험하며 도덕, 실과, 국어 순으로 몰입을 적게 경험하는 것으로 나타났다. 본 연구를 통해서 학습 몰입은 스포츠, 일상생활, 여가활동과 마찬가지로 내재적 동기 구인이며, 학습 몰입은 학습 동기보다 학업성취에 좀더 영향을 주며 도전보다는 능력이 좀더 높을 때 경험하는 것을 알 수 있다.
Abstract
The purpose of this study was to examine characters of the flow in learning contexts. To address this concern, five investigations were conducted. The first study was explored whether the level of learning flow has any difference on types of learning motivation. The second study was to examine a relationship between learning flow and learning achievement. The third study examined the relationship between learning motivation, learning flow, and learning achievement, The fourth study explored the relationship between challenge and ability in learning flow state. Finally, frequency of learning flow experience to subject matter was examined. This study was administered to 188 6th grade and 181 5th grade elementary school students. Statistical methods were conducted Analysis methods were conducted ANOVA, regression analysis, frequency analysis, and post hoc test. As a result of first study, the students who had intrinsic motivation had high level of learning flow significantly. Second, those who had high level of learning flow had high learning achievement. Third, those who had high level of learning flow and intrinsic motivation had high learning achievement. Fourth study was conducted regression analysis to examine the relationship between challenge and ability in learning flow state. The result appeared that students experienced learning flow when one's ability was higher than his or her challenge. Finally, as the result of frequency analysis of learning flow on subject matters, the frequency of learning flow was high in physical education, mathematics, and science.
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