대학 수업에서 교수자의 자기주장성에 관한 연구: 명료성・친근성 및 학생참여・학습효과와의 관계를 중심으로
The Relationships among Instructor Assertiveness, Communication Behavior, Student Engagement and Learning in the College Classroom
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본 연구는 교수자의 자기주장성을 신념적, 강압적 자기주장성으로 구분하고 교수자 명료성(유창성, 구성, 일관성, 과부하, 상호작용) 및 친근성(언어적, 비언어적)과의 관계를 분석하였다. 그리고 자기주장성이 학생 참여(기술적, 정서적) 및 학습효과(인지적, 정서적)에 미치는 영향을 분석하였다. 대학생 278명을 대상으로 설문조사를 실시하여 회귀분석을 한 결과, 신념적 자기주장성과 가장 높은 상관관계를 보인 요인은 구성이었고 강압적 자기주장성은 과부하 및 일관성과 관련이 있었다. 신념적 자기주장성은 학생 참여 및 학습 효과에 긍정적 영향을 미쳤으나 강압적 자기주장성은 학생 참여 및 정서적 학습에 부정적 영향을 미쳤다. 교수자의 자기주장성은 명료성 요인에 따라 긍정적, 부정적 인식이 달라지고, 강압적 자기주장성은 통제력을 발휘하지 못하고 오히려 학습효과를 낮춘다는 것을 확인하였다.
Abstract
Purpose: This study classified instructor assertiveness into positive and negative assertiveness and analyzed the relationships between instructor assertiveness with teacher communication behavior (clarity and immediacy) and student engagement and learning. Data: Participants completed the measures based on the class instructor and a course they were taking, and they immediately before the course in which data collection occurred. Regression analysis for questionnaires administered to 278 university students. Findings: Instructors' positive assertiveness was associated with structure clarity and student engagement and learning. On the other hand, negative assertiveness was related to working memory overload positively and coherence negatively, and influenced negatively student engagement and learning.
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