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대학 수업에서 교수자 커뮤니케이션에 대한 기대위반의 영향: 수업 흥미와 참여를 중심으로

The effect of Expectancy Violations of Instructor Communication on Student Interest and Engagement

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주제분류신문방송학

초록

본 연구는 기대위반이론에 근거하여 교수자의 커뮤니케이션에 대한 기대위반이 학생들의 수업흥미와 참여에 미치는 영향을 분석하였다. 교수자 커뮤니케이션은 수사적 요인 (명료성, 전문성, 열의)과 관계적 요인(비언어적 친근성, 언어적 친근성, 확인)으로 구분하고, 학생흥미는 인지적, 정서적 흥미로, 참여는 기술적, 정서적, 상호작용적, 성과적 참여로 살펴보았다. 대학생 278명을 대상으로 설문조사를 실시하여 회귀분석을 한 결과, 교수자 커뮤니케이션 요인 가운데 비언어적 친근성에 대한 긍정적 기대위반이 수업 흥미 및 참여에 가장 큰 영향을 미쳤고, 그 외 요인에 대한 기대위반은 유의한 설명력을 보이지 않았다. 한편 교수자 커뮤니케이션 요인 자체의 경우 명료성과 전문성이 수업 흥미 및 참여와 정적 관계를 보여, 커뮤니케이션 요인과 기대위반의 효과가 다르게 작용한다 는것을확인할수있었다.

Abstract

Utilizing Burgoon’s expectancy violations theory, this study examined the influence of violations of teachers’ communication on students’ interest and engagement. Teachers’ communication behaviors were examined in terms of rhetoric (clarity, expertise, enthusiasm) and relation (nonverbal immediacy, verbal immediacy, confirmation). This study classified student interest into cognitive and emotional interest and distinguished four types of student engagement (skills, emotional, interaction, performance). Regression analysis results for questionnaires administered to 278 university students revealed positive violations of nonverbal immediacy had strong predictive value of interest and engagement whereas teachers’ clarity and expertise were related to student interest and engagement.

참고문헌 (67)

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