학습자 내적 질문저해요인과 실제 질문과의 관계에서 교수자 긍정적 지지의 조절효과
Moderating Effects of Teacher Positive Support on the Relationship between Learners’ Internal Hesitation of Questioning and Question Asking
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초록
본 연구는 학습자의 질문을 촉진시키는 방안 중 하나로 교수자의 긍정적 지지가 학습자의 질문에 어떠한 영향을 미치는지 검증하고자 하는 것이 목적이다. 이를 위해 대학생 694명을 대상으로 학습자 내적 질문저해요인과 실제 질문간의 관계에서 교수자의 긍정적 지지가 조절효과가 있는지 위계적 회귀분석(Hierarchical multiple regression)을 실시하였다. 분석 결과, 회귀모형의 각 단계 마다 통계적으로 유의하였고, 조절변인인 교수자 긍정적 지지는 학습자 내적 질문저해요인이 실제 질문에 미치는 부정적인 영향을 완화시키는 효과(buffering effect)가 나타남을 입증하였다. 이러한 본 연구 결과는 학습자의 질문행동에 있어서 교수자가 중요한 역할을 함을 인식하게 해주며, 학습자 질문을 촉진하기 위한 교수방법 및 교육환경 개선 방안을 수립할 때 유용한 경험적 자료가 될 수 있을 것이다.
Abstract
The purpose of this study was to verify how the teacher positive support affects the learners' questioning as one of the ways to promote learners' questioning. In order to reach the objective, 694 university students were selected, and a hierarchical regression analysis was conducted to see if there are moderating effects of teacher positive support on the relationship between learners’ Internal hesitation of questioning and question asking As a result, each step of the regression model appeared to have statistically significant meaning and confirmed that the teacher positive support has a buffering effect, which lowers the negative effect of the learners' internal hesitation on question asking. The result of this study shows the critical role of teachers on promoting students to question. Furthermore, it can be a meaningful empirical data for improving the environment and teaching method to promote learners' questioning.
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