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대학생의 자기조절학습 잠재프로파일 분석: 그릿(Grit)의 예측력을 중심으로

Analysis of Latent Profiles in Self-regulated Learning among University Students: Focusing on Grit's Prediction

정영주|임효진
한국교육방법학회 (The Korean Journal Of Educational Methodology Studies)|2018.05|교육방법연구 (The Korean Journal of Educational Methodology Studies)|제30권 제2호|pp. 91-113|DOI 10.17927/tkjems.2018.30.2.91

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키워드

잠재프로파일분석자기조절학습self-regulated learning그릿grit흥미유지노력지속consistency of interestperseverance of effortlatent profile analysis.
주제분류교육학

초록

본 연구에서는 장기적인 목표를 위한 열정과 인내를 뜻하는 그릿이 대학생들의 자기조절학습 프로파일을 어떻게 예측하는가를 알아보았다. 자기조절학습의 요소들은 선행연구에 따라 내재적 가치, 자기효능감, 인지조절, 노력조절, 도구적 가치의 관찰점수로 구성하였다. 서울과 전라권 소재의 4년제 대학에 재학 중인 429명의 대학생을 대상으로 그릿과 자기조절학습 설문조사를 실시하고, 개인중심적 접근의 하나인 잠재프로파일분석 모형을 사용하여 자료를 분석하였다. 분석결과 연구대상 내 4개의 서로 구분되는 프로파일이 존재함을 보여주었고, 이는 각각 상위, 중상위, 중하위, 하위 수준의 자기조절학습을 보여주고 있다. 이어 그릿의 하위요인인 흥미유지와 노력지속이 이러한 프로파일의 소속을 어떻게 예측하는지를 알아본 결과 전체적으로 흥미유지나 노력지속의 점수가 높아질수록 상대적으로 자기조절학습이 높은 집단에 속할 확률이 높아졌다. 또한 흥미유지는 상집단과 그 이하의 집단을 유의하게 구분했던 반면 노력지속은 이에 더하여 중상집단과 중하집단까지 유의하게 구분하고 있었다.

Abstract

This study aimed to explore whether there existed unobserved, qualitatively different profiles in self-regulated learning among university students. We also investigated how grit’s factors (i.e. consistency of interest and perseverance of effort) predicted the membership of self-regulated learning profiles. Observed indicators of self-regulated learning were assessed by intrinsic value, self-efficacy, cognitive regulation, effort regulation, and perceived instrumentality. A total of 429 students who enrolled in four-year universities located in Seoul and Jeolla-do area responded grit and self-regulated learning survey and a Latent Profile Analysis (LPA) was employed to analyze data. Results showed that a four-class model fit data best, revealing high, middle-high, middle-low, and low profiles in terms of self-regulated learning components. In a conditional model, as grit’s score increased, the probability of being in relatively higher groups of self-regulated learning increased. Moreover, consistency of interest significantly predicted whether a student belongs to high vs. other groups of self-regulated learning while perseverance of effort predicted whether he/she belongs to middle-high vs. middle-low group in addition to high vs. other groups. This means that the predictability of perseverance of effort in self-regulated learning is higher than that of consistency of effort, supporting prior research.

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