Browse

대학생이 지각한 교수의 지지, 학습동기 및 학업적응의 관계모형 검증
Verification of a Relational Model among Professor's Support, Learning Motivation, and Academic Adjustment of College Students

Cited 0 time in Web of Science Cited 0 time in Scopus
Authors
김경희; 라만교; 권재환
Issue Date
2014-03
Publisher
서울대학교 교육연구소
Citation
아시아교육연구, Vol.15 No.1, pp. 45-69
Keywords
professor's supportlearning motivationacademic adjustmentcollege student교수의 지지학습동기학업적응대학생
Abstract
This study was to verify a related model between among perceived professor's support, learning motivation, and academic adjustment of college students. And to test the mediator effects of learning motivation in the relation between professor's support and academic adjustment. Professor's support was selected as prerequisite variables. And learning motivation was selected as a mediated variable. Which affected college students' academic adjustment. For the purpose the data was gathered through self-reported expression questionnaire responded by the subjects was 240 college students. Correlational analysis and structure equation modeling analysis were conducted to test research questions. The results are summarized as follows. First, professor's support positive impact on learning motivation and academic adjustment, professor's support of sub-factors of emotional support were the most explanatory power. Second, of the models with professor's support as predictor, learning motivation as mediator, and academic adjustment as outcome variable, the partial mediation model fit the data better than the complete mediation model. Third, in the partial mediation model, the path coefficients of (professor's support→academic adjustment), (professor's support →learning motivation), (learning motivation→academic adjustment) were all significant. Fourth, the mediator effect of learning motivation in the relation between professor's support and academic adjustment was significant. Based on the results of this study, college students how to increase learning motivation and academic adjustment were discussed.
본 연구는 대학생이 지각한 교수의 지지, 학습동기 및 학업적응 간 관계모형을 설정하고, 교수의 지지와 학업적응의 관계에서 학습동기의 매개효과를 검증하고자 하였다. 선행변인으로서 교수의 지지, 매개변인으로서 학습동기가 대학생의 학업적응에 영향을 미친다고 가정하였다. 이를 위해 대학생 240명을 대상으로 자기보고식 설문지를 통하여 자료를 수집하였다. 본 연구문제를 검증하고자 상관분석과 구조방정식모형 검증을 실시하였다. 본 연구를 통하여 얻어진 결과를 요약하면 다음과 같다. 첫째, 교수의 지지는 대학생의 학습동기와 학업적응에 긍정적인 영향을 미쳤고, 특히 교수의 정서적 지지가 가장 설명력이 높았다. 둘째, 교수의 지지를 예언변인으로, 학습동기를 매개변인으로, 학업적응을 결과변인으로 설정한 본 연구의 부분매개모형이 완전매개모형보다 더 적합한 것으로 나타났다. 셋째, 부분매개모형에 제시된 3개의 경로[(교수의 지지→학업적응), (교수의 지지→학습동기), (학습동기→학업적응)] 모두 유의미한 것으로 나타났다. 넷째, 교수의 지지와 학업적응 간 관계에서 학습동기가 매개변수로 작용하는 것으로 나타났다. 본 연구의 결과를 토대로 대학생의 학습동기와 학업적응을 높이기 위한 방안을 논의하였다.
ISSN
1229-9448
Language
Korean
URI
https://hdl.handle.net/10371/92176
Files in This Item:
Appears in Collections:
College of Education (사범대학)Education Research Institute (교육연구소)아시아교육연구 (Asian Journal of Education)아시아교육연구 (Asian Journal of Education) Volume 15 Number 1/4 (2014)
  • mendeley

Items in S-Space are protected by copyright, with all rights reserved, unless otherwise indicated.

Browse