Q 방법론 기반 학습부진학생의 학습동기 유형 탐색

Exploring Learning Motivation Types of Underachievers Based on Q Methodology

본 연구는 개인중심적 접근을 기반으로 한 Q 방법론을 적용하여 학습부진학생의 학습동기를 유형화하기 위해 실시되었다. 이를 위해 Q 방법론의 연구절차를 통해 98개의 Q 표본을 작성하였고, 본 연구의 선정기준을 충족한 학습부진학생을 지도하고 있는 초등교사 60명의 응답을 분석하였다. 연구결과 4개의 Q 요인이 도출되었으며 전문가 협의회를 통해 학습부진학생의 학습동기 유형은 ‘기대가치형’, ‘자율성형’, ‘자기가치형, ‘관계성형’이 있음을 확인하였다. 각각의 Q 요인은 ‘현실적인 학습동기 특성’과 ‘잠재적인 학습동기 특성’의 두 가지 방향성을 축으로 각각 상위유형과 하위유형으로 나누어졌다. ‘현실적인 학습동기 특성’은 ‘기대가치결핍형’, ‘내적조절형’, ‘자기가치부정형’, ‘친애욕구형’으로 세분화되었고, ‘잠재적인 학습동기 특성’은 ‘기대가치확고형’, ‘외적조절형’, ‘자기가치보호형’, ‘사회적고립형’으로 세분화되었다. 이러한 연구결과를 중심으로 학습부진학생의 학습동기 유형에 관한 논의와 함께 후속연구에 대한 방향을 제안하였다.

The purpose of this study is to categorize learning motivation of underachievers by applying Q methodology, which is based on a person-centered approach. To develop this analysis, this researcher compiled 98 Q samples through the process of Q methodology and examined the responses of 60 elementary school teachers with experience managing underachievers in order to satisfy the selection criteria of this study. Based upon the results of this study, 4 Q factors were extracted and confirmed that there were 4 types of learning motivation for underachievers through expert conference: (a) expectancy-value, (b) autonomy, (c) self-worth, and (d) relatedness. And each Q factor was divided into plus-loaded and minus-loaded types. Each Q factors were divided plus loaded types reflected ‘realistic learning motivation characteristics’ and minus-loaded types reflected ‘potential learning motivation characteristics’. ‘Realistic learning motivation characteristics’ were subdivided into ‘expectancy-value deficit’, ‘internal regulation’, ‘self-worth denial’ and ‘affiliation’. ‘Potential learning motivation characteristics’ were subdivided into ‘expectancy-value firmness’, ‘external regulation’, ‘self-worth protection’ and ‘social isolation’. Based on the results of this study, some discussions and suggestions for the future research were offered.