중학생이 지각한 통제소재, 부모학습관여, 성취목표지향 수준에 따른 학습몰입의 차이

The Difference of Learning Flow according to the Level of Locus of Control, Parental academic Involvement and Achievement Goal Orientation in Middle School Students

목적 본 연구에서는 중학생의 통제소재, 부모학습관여, 성취목표지향 수준에 따른 학습몰입의 차이를 분석하였다. 방법 이를 위하여 부산시 소재 중학생 307명을 대상으로 통제소재, 부모학습관여, 성취목표지향 수준에 따라 학습몰입의 차이를 알아보기 위해 통제소재, 부모학습관여, 성취목표지향성을 상, 하 수준으로 범주화하였고 수준에 따른 차이를 알아보기 위해 t검증을 실시하였다. 결과 첫째, 통제소재에 따라 학습몰입은 유의미한 차이가 있다. 내적 통제소재 수준이 높은학생이 학습몰입이 높은 것으로 나타났으며, 외적 통제소재 수준이 낮은 학생이 학습몰입이 높은 것으로 나타났다. 둘째, 부모학습관여에 따라 학습몰입의 차이가 있다. 학습정보제공 및 조언, 학습방식 존중 수준이 높은 학생이 학습몰입이 높은 것으로 나타났으며, 학습성과 압력 수준에 따른 학습몰입의 차이는 통계적으로 유의하지 않은 것으로 나타났다. 셋째, 성취목표지향에 따라 학습몰입은 유의미한 차이가 있다. 수행접근, 수행회피, 숙달접근, 숙달회피 수준이 높은 학생이 학습몰입이 높은 것으로 나타났다. 결론 내재적 통제소재가 높을수록, 부모학습관여가 긍정적인 관여일수록, 성취목표지향이 높을수록 학습몰입의 수준이 높음을 확인하였다.

Objectives In this study, it is examined that the differences of learning flow by the level of locus of control, parental academic involvement and achievement goal orientation of middle school students. Methods For the purpose of the study, with 307 middle school students in Busan, locus of control, parental academic involvement and achievement goal orientation are categorized as high, low level to examine the differences of learning flow by the level of locus of control, parental academic involvement and achievement goal orientation, and the independent t-test were conducted to examine the differences by the level. Results First, there is significant difference in learning flow by the locus of control. It was found that students with a high level of internal locus of control have a high level of learning flow, and students with a low level of external locus of control have a high level of learning flow. Second, there is difference in learning flow by the parental learning involvement. It was found that students with high levels of providing and advising learning information and respect of the learning method have a high level of learning flow, and the difference in learning flow by the level of pressure for learning performance is not statistically significant. Third, there is significant difference in learning flow by the achievement goal orientation. It was found that students with high levels of performance approach, performance avoidance, mastery approach and mastery avoidance have a high level of learning flow. Conclusions The level of learning flow is higher when the locus of control is higher, parental academic involvement is more positive one and achievement goal orientation is higher.