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초등학생의 자율성지지와 심리적 통제, 기본심리욕구, 자기결정성동기, 수업참여의 관계

Relationship Between Autonomy Support, Psychological Control, Basic Psychological Needs, Self-determined Motivation, and Classroom Engagement in Elementary School

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주제분류교육학

초록

본 연구는 부모 및 교사의 자율성지지와 심리적 통제, 기본심리욕구, 자기결정성동기, 및 수업참여의 관계를 이중과정모형을 적용하여 검증하는데 목적이 있었다. 이를 위해 A시에 소재한 네 개 초등학교 4학년 학생 402명의 자료를 분석하였다. 그 결과 긍정경로(자율성지지→욕구 만족→내재적 조절과 확인된 조절→수업참여)와 부정경로(심리적 통제→욕구 좌절→내사된 조절과 외적 조절→수업이탈)로 차별화된 이중과정을 확인하였다. 일부 교차경로 효과가 나타났지만, 긍정경로 및 부정경로에 비해 교차경로의 효과는 상대적으로 낮았다. 본 연구는 이중과정모형을 적용하여 동기화 과정의 긍정경로와 부정경로를 확인하고, 실천적 함의를 논의하였다는 점에서 의의가 있다.

Abstract

Purpose: This study explored the dual process model to clarify the relationship between autonomy support and psychological control, intrinsic and identified regulation, introjected and external regulation, needs satisfaction and frustration, and classroom engagement and disengagement. Design/methodology/data/approach: The dual process model includes positive pathways (autonomous support → intrinsic and identified regulation → needs satisfaction → classroom engagement) and negative side pathways (psychological control → introjected and external regulation → needs frustration → classroom disengagement). The sample consisted of 402 elementary school students. Findings/Results: The major findings showed that the differentiated effects of positive and negative side pathways. Although some cross-path effects were observed, these cross-path effects were less prevalent than those of positive and negative side pathways. Value: This study provides practical implications by applying the dual process model to identify the motivational process.

참고문헌 (49)

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