전문대학생이 지각하는 자율성지지, 자기결정성동기, 자기조절학습능력, 학습몰입 간의 구조적 관계

Structural Relations among Autonomy Support, Self-Determination Motivation, Self-Regulated Learning Ability and Learning Flow as Perceived by Junior College Students

본 연구는 전문대학생이 지각하는 자율성지지, 자기결정성동기, 자기조절학습능력, 학습몰입 간의 구조적 관계를 분석하고, 자율성지지와 학습몰입 간의 관계에서 자기결정성동기와 자기조절학습능력의 매개효과를 알아보고자 하였다. 이를 위하여 D 광역시, K 도에 소재한 4개 전문대학에 재학 중인 1∼2학년, 전문대학생 640명을 대상으로 설문조사를 하였다. 수집된 자료는 SPSS 23.0과 AMOS 23.0 프로그램을 사용하여 구조 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 전문대학생이 지각하는 자율성지지, 자기결정성동기, 자기조절학습능력, 학습몰입 간에 직접적 관계는 모두 유의한 것으로 나타났다. 둘째, 전문대학생이 지각하는 자율성지지는 자기결정성동기와 자기조절학습능력을 매개로 하여 학습몰입에 간접효과가 있는 것으로 나타났다. 이와 같은 연구결과는 전문대학생의 학습몰입을 높이기 위해서 교수자와 부모의 자율성지지 환경이 선행되어야 하며, 또한 전문대학생의 자기결정성동기와 자기조절학습능력을 동시에 높일 수 있는 다차원적인 교육적 접근이 필요함을 시사한다.

The purpose of this study was to examine the structural relations among autonomy support, self-determination motivation, self-regulated learning ability, and learning flow as perceived by junior college students. In addition, it was to verify that self-determination motivation and self-regulated learning ability mediate the relations between autonomy support and learning flow. Subjects consisted of 640 freshmen and sophomore students from four junior colleges located in a metropolitan city and a province. Results were as follows. First, there was significant direct relationships among autonomy support, self-determination motivation, self-regulated learning ability and learning flow as perceived by junior college students. Second, self-determination motivation and self-regulated learning ability served as mediators in the relation between the autonomy support and learning flow. These results imply that self-determination motivation and self-regulated learning ability, along with an autonomy support of instructors and parents, can increase junior college students’ learning flow. Therefore, an autonomy support environment may be the most important variable among the three variables in influencing junior college students’ learning flow. The results imply that the improvement of junior college students’ learning flow should be approached in multidimensional ways by creating integrated models of autonomy support, self-determination motivation and self-regulated learning ability.