ISSN : 1229-0653
본 연구는 성격 특질과 자기조절동기, 학습관여의 구조적인 관계를 분석하는데 목적이 있다. 261명의 대학생을 대상으로 성격특질(성실성, 완벽성), 자기조절동기(동일시 조절동기, 내사 조절동기), 학습관여를 측정하였다. 구조방정식 모형 분석 결과, 완벽성은 내사 조절동기에 정적인 영향을 미치고, 성실성은 동일시 조절동기에 정적인 영향을 미치는 것으로 나타났다. 또한 동일시 조절동기는 학습관여에 정적인 영향을 미치고, 내사 조절동기는 학습관여에 영향을 미치지 않았다. 매개효과를 분석한 결과, 동일시 조절동기는 성실성과 학습관여의 관계를 매개하는 것으로 나타났다. 본 연구는 학습관여를 증진하는 동기 과정(동일시 조절동기)과 학습 관여를 중립하는 동기 과정(내사 조절동기)에 영향을 주는 핵심적 성격특질(성실성 및 완벽성)이 무엇인지 설명한다.
The purpose of this study was to examine the structural relations among personality, self-regulated motivation and academic engagement. Tow-hundred and sixty one college students completed instruments assessing personality(perfectionism, conscientiousness), self-regulated motivation(identified regulation, introjected regulation) and academic engagement. Structural analyses showed that perfectionism contributed positively to introjected regulation while conscientiousness contributed positively to identified regulation; identified regulation in turn contributed positively to academic engagement while introjected regulation had no effect on academic engagement. Tests for mediation showed that identified regulation mediated the direct effect conscientiousness had on engagement. These results explain how key personality constructs such as conscientiousness and perfectionism effect engagement-fostering motivational processes such as identified regulation and engagement- neutral motivational processes such as introjected regulation.
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