웹기반 학습환경에서 학습지향목표 지원이 내재적 동기 및 학업성취도에 미치는 효과
The Effects of Learning-Oriented Goal Contexts on Intrinsic Motivation and Achievement in a Web-based Learning Environment
2
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
본 연구의 목적은 웹기반 학습환경에서 학습지향적인 목표를 촉진시키는 학습동기지원전략의 제공이 학업성취도와 내재적 동기에 미치는 효과를 살펴보는 데에 있다. 이를 위해 초등학교 5학년 학생 70명이 웹기반 학습환경에서 학습동기지원전략의 제공 여부에 따라 실험집단(35명)과 통제집단(35명)에 참가하였다. 실험집단의 경우 학습지향적인 목표를 증진시키기 위해 고안된 과제메시지와 학습자 중심의 과제선택권이 제공되었고, 통제집단은 이러한 전략이 제공되지 않았다. 연구 결과 웹기반 학습환경에서 학습지향적인 목표를 증진시키기 위한 동기전략들이 제공된 집단의 학습자들이 그렇지 않은 집단의 학습자들보다 학업성취도 및 내재적 동기 검사에서 높은 점수를 보이는 것으로 나타났다. 이러한 결과는 웹기반 학습환경에서 학습동기지원전략의 제공이 학업성취도와 내재적 동기를 증진시킨다는 것을 의미한다. 학습지향적인 목표와 내재적 동기, 학업성취도 사이의 상관관계의 정도를 측정한 결과 학습지향적인 목표와 내재적 동기간에 유의미한 상관관계가 나타났다. 그렇지만 학습지향적인 목표와 학업성취도간, 내재적 동기와 학업성취도 간에는 의미있는 상관관계가 나타나지 않았다.
Abstract
The purpose of this study is to examine the effects of providing goal-oriented context on intrinsic motivation and achievement in a web-based learning environment. Both students who received the goal-oriented context and those who did not receive the goal-oriented context participated in a web-based learning environment to study Powerpoint. The goal-oriented context was created by incorporating two contextual factors (task instruction messages, distribution of authority) to increase a learner's learning goal orientation. Task instruction messages emphasized the importance of learning and task challenge and were presented both before and after of the each learning unit. Distribution of authority were possible by allowing learners to choose learning topics and learning paths in the study material. Study results showed that students in the goal-oriented context group earned significantly higher scores on both achievement test and intrinsic motivation test than those in the control group. This result implies that stimulating learning goal orientation influences the development of intrinsic motivation and learning outcomes. Results also showed that significant correlation were found between learning goal orientation and intrinsic motivation, and between intrinsic motivation and achievement. However, no significant correlation was found between learning goal orientation and achievement. Future studies should find the relations between learning goal orientation, intrinsic motivation, and achievements in order to identify the effect of supporting goal orientation on intrinsic motivation and achievement clearly.
참고문헌 (25)
- 송해덕, "동기화된 HRD e-Learning을 위한 교수학습전략", pp.41~54 (2006)
- 최병연, "자기효능감, 성취목표지향성, 학습전략 및 학업성취간의 관계 분석" (1998), 고려대학교 교육문제연구소
- Ames, "Achievement goals in the classroom Journal of Educational Psychology", pp.260~267 (1988)
- Atkinson, "An introduction to motivation" (1964), Princeton
- Brophy, J, "Motivating students to learn" (1998), Boston: Massachusetts: McGraw-Hill
- Dweck, "A social-cognitive approach to motivation and personality", pp.256~273 (1988)
- Elliott, E. S, "Goals: an approach to motivation and achievement", 54(1), pp.5~12 (1998)
- Epstein, "Research on motivation in education", pp.259~295 (1989), In C Academic Press
- Gabriele, A., J, "Collaborative learning with a skilled peer: The influence of achieving goals and perceptions of partners′ competence on the participation and learning of low-achieving", 69(2), pp.152~178 (2001)
- Gottfried, "Academic intrinsic motivation in elementary and junior high school students Journal of Educational Psychology", pp.631~645 (1985)
- Graham, "Motivational influences on cognition and depth of information processing Journal of Educational Psychology", ement
- Fuchs, L. S, "Effects of task-focused goals on low-achieving students with and without learning disabilities", 34(3), pp.513~543 (1997)
- Harackiewicz, J. M, "Rethinking achievement goals: When are they adaptive for college students and why?", 33(1), pp.1~21 (1998)
- Maehr, M., "Goal theory is not dead-not yet, anyway: a reflection on the special issue", 13(2), pp.177~185 (2001)
- McNeil, N. M, "Learning mathematics from procedural instruction: externally imposed goals influence what is learned", 92(4), pp.734~744 (2000)
- Meece, "Students′ goal orientation and cognitive engagement in classroom activities Journal of Educational Psychology", pp.514~523 (1988)
- Newman, R. S, "Students’ help seeking during problems solving: effects of grade, goal, and prior achievement", 32(2), pp.352~376 (1995)
- Midgley, C, "Manual for the patterns of Adaptive Learning Scale" (2000), Ann Arbor: University of Michigan
- Pintrich, P. R, "An achievement goal theory perspective on issues in motivation terminology, theory, and research", 25, pp.92~104 (2000)
- Pintrich, P. R, "Motivation in education-theory, research, and applications" (2002), New Jersey: Merrill Prentice Hall
- Rawsthrone, L. J, "Achievement goals and intrinsic motivation: A meta-analytic review", 3(4), pp.326~344 (1999)
- Song, H, "Stimulating intrinsic motivation toward problem solving using goal-oriented contexts and peer group composition", 54(5), pp.445~466 (2006)
- Song, H, "Motivating ill-structured problem solving in a web-based peer group environment: Learning goal-orientation perspective", 33(4), pp.351~367 (2005)
- Song, H, "Motivating online collaborative learning: design implications from a learning goal orientation perspective", 44(2), pp.43~47 (2004)
- Weinstein, "The teaching of learning strategies Handbook of research on teaching", pp.315~327 (1986), McGraw- Hill