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1 Journal of the Korea Academia-Industrial cooperation Society Vol. 14, No. 1 pp , 동기유발프로그램참여에따른학습동기와자기효능감의변화 강경환 1* 1 건양대학교스포츠복지학과 Change of Learning Motivation and Self-Efficacy according to Participation in a Motivational Program Kang, Kyung-Hwan 1* 1 Dept. of Sports and Welfares, Konyang University 요약본연구는대학체육계열신입생을대상으로 4주간의동기유발프로그램을적용하고이에대한효과를알아보기위해학습동기와자기효능감의차이를검증하였다. 연구대상자는 C도에위치한 2개대학체육계열학과를편의표본추출방법에의해선정하여각각실험집단 (37명) 과통제집단 (29명) 으로분류하였으며사전검사와사후검사를실시하였다. 학습동기척도는외적동기, 내적동기로분류하였고자기효능감척도는자신감, 자기조절효능감, 과제난이도로구성하였다. 자료분석은대음표본 t-검증, 일원변량분석, 공분산분석을실시하였으며, 다음과같은결론을얻었다. 첫째, 동기유발프로그램참여에따른학습동기를분석한결과외적동기에서집단간에유의한차이가있었다. 사전검사와사후검사에대한집단내비교에서는실험집단과통제집단모두내적동기와외적동기에서유의한차이가없었다. 둘째, 동기유발프로그램참여에따른자기효능감을분석한결과모든하위요인에서집단간에모두유의한차이가없었다. 사전검사와사후검사에대한집단내비교에서실험집단의자신감에유의한차이가있었다. Abstract The purpose of this study wat to investigate relationships of learning motivation and self-efficacy according to participation in a motivational program for university freshman studying physical education. A total of 66 university freshman participated in the current study and divided into experimental group and control group. Questionnaires were distributed before and after motivational program. Statistical methods used in this study were descriptive analysis, paired t-test, ANOVA, and ANCOVA. The results showed the following. First, There was a significant difference in the external motivation variable of learning motivation of the experimental group. Second, the experimental group showed a statistical difference between pretest and posttest in the confidence variable of self-efficacy. positive attitude influenced on leisure satisfaction. Key Words : Learning motivation, Self-Efficacy, Motivational Program, Freshman 1. 서론 1.1 연구의필요성및목적대학생활은학생들의꿈과희망을실현시키기위하여전공분야에대하여학습하고사회생활을통하여사회성을함양시키는장소다. 대학에서는신입생들을대상으로 오리엔테이션을통하여학교소개및학과소개등으로학생들이대학에적응할수있도록도움을준다. 신입생들은지원한전공분야에대하여비전을가지고학과를선택하여지원하지만전공에대하여구체적으로아는경우는많지않다. 그리고대부분입학식이후에학교에서배정해놓은교육과정에따라교양및전공에대한수업을듣게되므로전공에대한이해가부족한상태에서곧바 * Corresponding Author : Kang, Kyung-Hwan (Konyang University) Tel: kkkang@konyang..ac.kr Received November 13, 2012 Revised (1st December 12, 2012, 2nd December 27, 2012, 3rd January 8, 2013) Accepted January 10,

2 동기유발프로그램참여에따른학습동기와자기효능감의변화 로적응에들어가게된다. 지원한학과에대하여소신을가지고입학한학생들도있지만학과에대하여잘모르는상태에서수능성적에맞추거나인기학과에지원하여학과에대한적응력이부족하다. 특히체육계열에지원한학생들중운동선수출신들은초 중 고시절에수업결손이많아학교생활에서학업에대한적응력이부족한학생들이많고또래집단의형성이자연스럽게운동선수들과연결되는경우가많아사회성이부족한실정이다. 학생들을위한학습동기의강화는학업능력을향상시키고자기효능감을향상시켜자신이선택한분야와진로에대한자부심을갖고생활하는데도움을준다. 무엇보다도신입생들에게뚜렷한비전을제시하고비전을통해자신의목표를설정하고꿈을이루게하기위한동기유발이필요하다. 학습이란의식적이고의도적인활동이요구되는능동적인과정이며 [1], 동기 (motivation) 란어떤목표를향하여행동을일으키고방향을잡아주고유지하는힘의총합으로써움직인다는의미의라틴어 Movere에서유래되었으며인간의행동을일으키는근원적인힘이라할수있다 [2]. Deci[3] 는행동유발근원에대해행동그자체에서유발되는흥미, 즐거움, 만족을내적동기 (intrinsic motivation), 활동의결과로얻어지는외적보상을외적동기 (extrinsic motivation) 으로구분하였다. 따라서학습동기란학습을위한의식적인행동을일으키는힘으로정의할수있으며지속적으로학습목표를달성하기위한에너지원이라고할수있다. Bloom[4] 은학생들이학습에대해서정서적으로준비되어있는상태에는커다란개인차가있으며, 그수준에따라학습결과에상당히영향을미친다고보고있다. 이에대학에입학한신입생들의학습동기를높여주고학생들의목표달성을위한방향을잡아주고추진할수있는힘을제공하기위해동기유발프로그램이필요하다. 자기효능감이란개인의어떤행동이나활동을성공적으로수행할수있다는자신의능력에대한확신이자개인의신념을의미한다 [5]. 학생들이자신이선택한학과에대하여확신과자부심을가지고노력했을때이에대한보상을기대할수있다. 이러한확신은장애에직면할경우해결을위해얼마나노력을지속할수있는가등에영향을미치므로 [6] 학교생활을하면서어려운난관에부딪쳤을경우극복해나갈수있는자신감을준다. 현재대학에서신입생들을대상으로오리엔테이션을통해학교생활의적응력을향상시키기위한노력을하고있지만 2~4일정도에불과하여단순히학교및학과에대한소개정도에만족해야되는실정이다. 따라서좀더체계적으로구체적인계획되어학생들의꿈과비전을제 공하고학생들의전공에대한자부심을가지고학습할수있는동기유발프로그램이필요하다. 본연구는대학차원에서전체신입생들을위해동기유발학기를운영하고대학에서주관하는프로그램에학과별로내용을구성하여운영하였다. 따라서본연구에서는체육계열신입생들을대상으로동기유발프로그램을구성하였고다양한체험활동을경험하고프로그램을통하여신입생에동기를부여하고자한다. 따라서본연구의목적은대학체육계열신입생들을위한동기유발프로그램을통하여학습동기를높여주고자기효능감을향상시키는데목적을두고있으며전공에대한자신감을가지고학습하고미래를설계할수있도록도와주는데의의를두고있다. 1.2 연구문제및가설이연구에서동기유발프로그램참여에따른학습동기및자기효능감의차이를분석하기위하여다음과같은가설을설정하여문제를해결하고자한다. 가설 1. 동기유발프로그램참여에따라학습동기에차이가있을것이다. 가설 2. 동기유발프로그램참여에따라자기효능감에차이가있을것이다. 2. 연구방법 2.1 연구대상 본연구는대학체육계열에입학한신입생을대상으로동기유발프로그램의참여에따른학습동기및자기효능감의차이를알아보기위해충청권의대학 2곳을임으로선정하여편의표본추출방법 (Convenience Sampling Method) 에의하여표본을선정하였다. 동기유발프로그램의운영상 1개대학의 1개학과는실험집단으로분류하여동기유발프로그램을 4주간참여하였고사전검사와사후검사에참여하였으며, 남은 1개학과는통제집단으로동기유발프로그램참여없이사전검사와사후검사만참여하였다. 설문지는실험의목적에대하여각대학의담당자에게설명한후신입생에대한전수조사를목표로설문지를작성하게하였다. 그리고체육계열학과의특성상전국체전준비로수업결손이많은학생과불성실하게응답한설문지제외한결과 90부중 72부를회수하였고 66부를최종적으로자료처리에사용하였다. 129

3 한국산학기술학회논문지제 14 권제 1 호, 2013 [Table 1] Demographic characteristic of study participants n(%) 특성 구분 빈도 ( 명 ) 비율 (%) 집단 실험집단 통제집단 성별 남 여 합계 연구설계 본연구는대학체육계열신입생들을대상으로동기유발프로그램을통하여학습동기와자기효능감의차이를알아보는데목적을두었다. 프로그램의효과를알아보기위해동기유발프로그램을운영하는대학의체육계열학과의모든학생들을실험집단으로선정하고비교를위해동기유발프로그램을운영하지않는대학의체육계열학과를통제집단으로선정하였다. 실험집단은 4주간의동기유발프로그램에참여하였으며프로그램은대학에서운영하는프로그램과학과에서운영하는프로그램으로구성되었다. 동기유발의효과를알아보기위하여학습동기척도와자기효능감척도측정하였으며실험집단과통제집단은비동질통제집단사전사후측정설계 (nonequivalent control group design with pretest-posttest) 실험설계에의해모두동기유발프로그램운영전에사전검사를운영후에사후검사에참여하였다 <Fig. 1>. O 1 X O 2 O 3 O 4 X: 실험처치, O 1: 실험집단사전측정, O 3: 통제집단사정측정, [Fig. 1] Research Design 2.3 측정도구및방법 학습동기 O 2: 실험집단사후측정 O 4: 통제집단사후측정 학습동기를측정하기위하여 Lee[7] 의연구에사용된설문지를수정및보완하여사용하였다. 학습동기설문지는총 7문항, 6점 Likert Scale으로제작되었다. 학습동기척도는외적학습동기 (3문항), 내적학습동기 (4문항) 로구성하였다. 영역별문항간내적일치도를측정하는신뢰도측정은 Cronbach' α로측정되었으며, 신뢰도계수가.761에서.802로비교적신뢰할만한수준으로나타났다 <Table 3>. 탐색적요인분석을이용한구성타당도검사결과외적동기유발에대한요인부하량은.668~.931, 내적동기유발에대한요인부하량은.697~.794의수준을보였다 자기효능감 자기효능감의측정은 Kim[8] 이개발한자기효능감척도 (Self-Efficacy Scale) 를사용하였다. 자기효능감척도는총 24문항으로구성되며, 3개하위영역, 6점 Likert Scale으로제작되었다. 자기효능감척도의하위영역은자신감 (7문항), 자기조절효능감 (12문항), 과제난이도 (5문항 ) 로구성되었다. 본연구에서는타당도검증을위해확인적요인분석을이용하였다. 확인적요인분석결과 χ 2 =.123, GFI=.988, AGFI=.987, NFI=.988, RMR=.008로모형이적절한것으로판단되었다 <Table 2>. 신뢰도측정은 Cronbach's α로측정되었으며, <Table 3> 에서보는봐와같이신뢰도계수가.566에서.883로비교적신뢰할만한수준으로나타났다. [Table 2] Confirmatory factor analysis of self-efficacy 구분 x 2 df GFI AGFI NFI RMR 자기효능감 [Table 3] Reliability analysis of learning motivation and self-efficacy 구분요인문항수신뢰도계수 학습동기 자기효능감 외적동기 내적동기 자신감 자기조절효능감 동기유발프로그램 과제난이도 본연구에서는대학차원에서전체신입생들을위해동기유발학기를운영하고대학에서주관하는프로그램에학과별로내용을구성하여운영하였다. 동기유발프로그램은신입생을대상으로개강 1주일전부터시작하여 4 주간의프로그램으로구성되었다. 동기유발프로그램은 1일 6시간-7시간의프로그램으로구성되었으며신입생들은학과수업에참여하지않고동기유발프로그램에먼저 4주간참여한후에 15주의학사일정에맞추어수업을들었다. 동기유발프로그램은대학에서신입생들의자기주도적학습능력을향상시키는데목표를두고프로그램을구성하였다. 프로그램은학교차원에서운영되는프로그램과학과차원에서운영되는프로그램으로구성되었으며동기유발학기프로그램을이수한학생들은교양 3학점과전공 1학점이부여되었다. 학과차원에서구성하는프로그램의경우 Zimmerman 130

4 동기유발프로그램참여에따른학습동기와자기효능감의변화 과 Martinez-Pons[9] 의자기조절학습의구성요인인인지조절요인, 동기조절요인, 행동조절요인으로 3가지요인중동기조절요인에초점을맞추어구성하였다. 동기조절전략은 Zimmerman과 Martinez-Pons의연구에서는숙달목표, 내재적동기, 자기효능감, 과제가치에나누었으나본연구에서는외적동기, 내적동기, 자신감, 자기조절효능감, 과제난이도로구성하여프로그램을구성하였다. 일반오리엔테이션프로그램에해당하는입교식과수료식을통하여학교소개, 전공소개, 학교생활에대한안내등을포함하여내적동기프로그램은전공몰입교육, 미래비전특강, 앉아서하는여행, 전문인특강, 사회봉사로구성되었고자신감프로그램은도서관투어, 미래직장방문, 멘토를찾아서, 리더십캠프, 동기유발경진대회, 평생패밀리활동으로구성되었다. 자기조절효능감프로그램은성격검사, 내인생의로드맵으로구성되었고과제난이도프로그램으로 PBL-Project, 윈윈윈프로그램을구성하였다. 동기유발프로그램에대한주별내용은 Table 4에제시되었으며같은주에중복되는프로그램은표에한번만제시하였다. (ANCOVA) 을실시하였으며, 집단내비교를위하여대응표본 t-검증 (Paired t-test) 을실시하였고가설수락을위한유의수준은.05로하였다. 3. 결과 대학체육계열신입생을대상으로동기유발프로그램의적용에따른학습동기및자기효능감의차이를분석한결과다음과같다. 3.1 학습동기학습동기의사전집단간차이를분석한결과 Table 5, 외적동기는사전검사에서유의한차이를보이지않았으나 Table 6에제시된것과같이사후검사에서유의한차이를보였다 (p<.01). 내적동기는 Table 5에제시된것과같이사전검사에서유의한차이를보여공분산분석을실시하였으나, 분석결과유의한차이를보이지못해표로제시하지않았다. [Table 4] Weekly motivational program 구분 학교프로그램학과프로그램 입교식, 미래비전특강, 성격검사, 미래비전특강, 미래비전특강, 리더십캠프 수료식 2.5 자료처리방법 전공몰입교육, PBL project, 평생 family 활동, 도서관투어, 전공몰입교육 전공몰입교육, 앉아서하는여행, 미래직장방문, 전문인특강, 멘토를찾아서 사회봉사, 앉아서하는여행, 전공몰입교육, PBL project, 윈윈윈 ( 뉴스포츠체험 ), 평생 family 활동, 동기유발경진대회, 전문인특강, 내인생의로드맵작성, 본연구에서는대학체육계열신입생을대상으로동기유발프로그램을적용하고학습동기및자기효능감의차이를분석하기위하여분석하기위해 SPSS 17.0 version 을이용하여자료분석을하였다. 먼저설문지문항에대한타당도검증을위해탐색적요인분석과확인적요인분석을실시하였고신뢰도를확보하기위해신뢰도분석을하였다. 연구대상자의인구통계학적변인과일반사항의특성을분석하기위해기술분석 (descriptive analysis) 을실시하였다. 학습동기와자기효능감분석은집단간비교를위해일원변량분석 (ANOVA) 과공분산분석 [Table 5] Pretest ANOVA analysis of learning motivation for between groups 외적동기 통계집단 실험집단 내적동기 통계집단 ** 실험집단 ** p<.01 [Table 6] Posttest ANOVA analysis of external motivation for between groups 외적동기 통계집단 ** 실험집단 ** p<.01 학습동기에대한실험집단의집단내분석결과외적동기와내적동기에서모두유의한차이를나타내지않았고 Table 7, 통제집단에서도유의한차이를나타내지않았다 <Table 8>. 집단내평균분석결과실험집단의경우외적동기의평균이 4.56±1.31에서 4.77±1.27로조금올랐으나통제집단의경우외적동기의경우 4.47±.90에서 4.22± 1.12로조금감소하였다. 131

5 한국산학기술학회논문지제 14 권제 1 호, 2013 [Table 7] Comparison of pretest and posttest for learning motivation of experimental groups 사전검사사후검사 t - 외적동기 내적동기 [Table 8] Comparison of pretest and posttest for learning motivation of control groups 사전검사사후검사 t - 외적동기 내적동기 자기효능감 동기유발프로그램의적용에따른자기효능감의집단간차이를분석한결과 <Table 9> 사전검사에서유의한차이를보이지않았다. 자기효능감의사후검사에대한집단간의차이분석에서도 Table 10에서보는바와같이유의한차이를보이지않았다. 차이를보이지않았다. 자기효능감에대한통제집단의집단내분석결과모든하위요인에서유의한차이를보이지않았다 <Table 12>. [Table 11] Comparison of pretest and posttest for self-efficacy of experimental groups 사전검사 사후검사 t - 자신감 * 자기조절효능감 과제난이도 * p<.05, [Table 12] Comparison of pretest and posttest for learning motivation of control groups 사전검사사후검사 t - 자신감 자기조절효능감 과제난이도 [Table 9] Pretest ANOVA analysis of self-efficacy for between groups 자신감 실험집단 통계집단 자기조절효능감실험집단 통계집단 과제난이도실험집단 통계집단 [Table 10] Posttest ANOVA analysis of self-efficacy for between groups 실험집단 자신감.63 통계집단 자기조절효능감실험집단 통계집단 과제난이도 실험집단 통계집단 Table 11에제시된것과같이자기효능감에대한실험집단의집단내분석결과자신감에서유의한차이를보였으나 (p<.05), 자기조절효능감과과제난이도에서는유의한 논의 4.1 학습동기 대학체육계열신입생을대상으로 4주간의동기유발프로그램의적용에따른학습동기의집단간차이를분석한결과외적동기에서유의한차이를보였다. 학습동기에대한집단내분석결과실험집단과통제집단모두유의한차이를나타내지못하였다. 학습동기는학습과제에대한동기로개인이그학습과제속에가지고들어오는지속력, 즉과제를달성하기위하여스스로투입하려고하는노력이라고하였다 [10]. 즉학습이일어나고학습목표를달성하기위해서는학습동기가반드시필요하며학습자들의학습동기는성공을결정하는중요한요인이라할수있다. 본연구에서는동기유발프로그램이학습동기중외적동기에서만집단간에유의한차이를나타내었다. 신입생들을위한동기유발프로그램은미래직장방문, 멘토를찾아서와같은미래직장방문, 미래직장방문등과같은외적인동기유발을위한내용들을많이포함하고있어내적동기유발보다는재미와흥미를더해주는외적동기향상프로그램에더집중하고관심이높았다고생각된다. 구자언 [11] 의연구에서도직접체험활동의자율적결정정도가높을수록체육수업에대한내적동기가높아진 132

6 동기유발프로그램참여에따른학습동기와자기효능감의변화 다고하여보고하여신입생들이직접체험한활동들이내적동기의향상에긍정적으로작용하였다고생각된다. 외적동기와내적동기의관계에대한연구를살펴보면외적동기는어떤동기가목적으로이용되거나외부의압력과간섭으로이루어진행동을말하며 [3], 본연구를학습자의관점에서살펴보면동기유발프로그램은신입생모두가참여해야하는프로그램으로성공적으로프로그램을마친학생들에게교양3학점과전공1학점이부여되기때문에학점이외적동기의향상에기여했다고생각된다. 학습동기중내적동기에대한분석에서는집단간비교와집단내비교에서유의한차이가없었다. 내적동기는자기스스로선택한활동에의하여생성된즐거움으로, 외적강압없이스스로환경을지배하는것이라하였으며 [12], 내적동기와대학운동선수들을분석한연구 [13] 에서는운동선수들은기술습득, 과제에대한흥미와재미, 도전등의내적요인에의해스포츠에참여하고내적동기가스포츠참가에중요한요인으로보고하였다. 그러나본연구에서는운동선수들도일부포함을하고있지만내적동기에서유의한차이를보이지못하였다. 이는동기유발프로그램이대학의체육계열에입학한신입생전체가의무적으로참여하는프로그램이기때문에학생스스로가선택한활동이라고는볼수없기에내적동기의향상에관련성이적은것으로생각된다. 내적동기향상에대하여연구한박종태 [14] 의연구에서는성취목표성향에따라내적동기에유의한차이가있었는데본연구에서는 4주간의동기유발프로그램이내적동기를향상시키지못한것으로보아학생들의성취목표를향상시키는데부족했던것으로생각된다. 또한한순미 [15] 의연구에서보면몇주나단기의실험적중재프로그램으로는자기조절학습에중요한인지및메타인지전략, 동기유발전략, 행동조절전략을가르치기어려울것으로얘기하였고, Pressley와 Woloshyn[16] 도인지전략교수는복잡하고시간을많이들이는교수과제며몇주나몇달내에효과적으로행해질수없다고하였다. 본연구결과에서보듯이자기주도적학습프로그램을통한내적동기의향상에는기간이부족했던것으로생각되나프로그램을이수한학생들에게학점이부여되는점으로보아본연구는학생들의외적동기에좀더영향을많이받았던것으로생각된다. 4.2 자기효능감대학체육계열신입생을대상으로동기유발프로그램의적용에따른자기효능감의집단간차이를분석한결과사전검사와사후검사에서유의한차이를보이지않았다. 그리고자기효능감에대한실험집단의집단내분석결과자신감에서유의한차이를보였으나, 통제집단의집단 내분석결과모든하위요인에서유의한차이를보이지않았다. 비록자신감영역에서집단내분석에서유의한차이를보였지만, 집단간의차이에서유의한차이를보이지못해자신감에서도유의하지못한것으로생각된다. 일반적으로자신감척도는자신의하고자하는일에대한확신또는믿음이라할수있다. 자신감에대한평균을볼때 4주간의동기유발프로그램을통해신입생들은자신의학과및진로에대한자신감향상된것으로보이지만집단간에유의한차이를보이지못해반복측정에의한효과가개입이되었다고판단된다. 동기유발을통한자기효능감의향상은어떤목표에대한도전의수준을결정한다. So와 Kim[17] 의연구에서자기효능감이높은사람은소집단활동에서어려운과제에만흥미가높았고낮은사람은쉬운과제에서흥미가높았다. 자기효능감이높은사람은고경쟁과제선택에대한흥미가높은반면자기효능감이낮은사람은저경쟁과제선택에대한흥미가높았다. 비록본연구에서소집단활동에대하여분석하지는않았지만프로그램의내용중 PBL-project, 동기유발경진대회, 평생 family 활동등은팀소집단활동으로구성하여새로운과제에도전하고사회성을향상시킬수있도록구성하였다. 사회성과자기효능감의관계를살펴보면사회성수준이높은집단보다사회성수준이낮은집단의자기효능감의변화량이더높게나타났다 [17]. 온라인게임을통한사회성과자기효능감의관계를살펴본 Hyun[18] 의연구에서는사회성수준이낮은집단의학습자들은사회성수준이높은집단의학습자들보다학습에대한높은자기효능감의향상을경험하고학업성취도역시향상되었다. 4주간의동기유발프로그램은자기효능감의자신감, 자기조절효능감, 과제난이도에서유의한차이를보이지못하였다. 이는프로그램의구성이외적동기와향상에는효과적이었지만주어진과제나어려운과제에대하여지속적인노력이요구되는자기조절효능감을향상시키기에는프로그램의적용기간이짧았고프로그램의성공을위하여차후에는이에대한보완이필요하다고생각한다. 5. 결론및제언 본연구는대학체육계열신입생을대상으로 4주간의동기유발프로그램을적용에따른학습동기와자기효능감의차이를비교분석한결과다음과같은결론을얻었다. 첫째, 동기유발프로그램참여에따른학습동기를분석한결과외적동기에서집단간에유의한차이가있었다. 사전검사와사후검사에대한집단내비교에서는실험집 133

7 한국산학기술학회논문지제 14 권제 1 호, 2013 단과통제집단모두유의한차이가없었다. 둘째, 동기유발프로그램참여에따른자기효능감을분석한결과집단간에모두유의한차이가없었다. 그러나실험집단의집단내비교에서는자신감에유의한차이가있었다. 본연구결과를토대로다음과같은제언을하고자한다. 첫째, 신입생을위한동기유발프로그램과관련된연구가미흡한실정인데신입생들의학교적응능력과동기유발을위해서는다양한프로그램의개발이필요하고체계적으로평가할수있는척도들이개발되어야한다. 둘째, 본연구에서 4주간의동기유발프로그램을운영하고학습동기와자기효능감의차이를알아보았다. 그러나프로그램의세부적인내용들과프로그램별적용시간이어떠한영향을미치는가에대한분석은하지못하였다. 따라서프로그램운영의적정기간과세부적인프로그램의효율성에대한후속연구들이필요하다. References [1] Stipek, D., "Motivation to Learn": Boston: Allyn & Bacon A Person Education Company, [2] Kim, J. W., "Motivation and Learning". Seoul: Sangjosa. [3] Deci, E. L., " Intrinsic motivation", New york: Plenum Publishing Co., DOI: [4] Bloom, B. S., "Human characteristics and school learning", New York: Mcgraw-hill Book Company, [5] Bandura, A., "A Self-efficacy: Toward a unifying theory of behavioral changes", Psychological Review, Vol.84, pp , DOI: [6] Wood, R. E., & Locke, E. A., "The relation of self-efficacy and grade goals to academic performance". Educational and Psychological Measurement, Vol.47, No.4, pp , DOI: [7] Lee, H. S., "A study on the effects of ARCS model's teaching-learning program on the motivation to learn", Unpublished master's thesis, Korea National University, Chung-Buk, [8] Kim, A. Y., "A study on the academic failure-tolerance and its correlates", Journal of Educational Psychology, Vol.11, No.2, pp.1-19, [9] Zimmerman, B. J., & Martinez-Pons, M. Development of a structured interview for assessing student use of self-requlated learning strategies, American Educational Research Journal, Vol.23, pp , DOI: [10] Carroll, J. B., "A model of school learning", Teachers College Record, Vo.64, pp , [11] Gu, J. E., "Activity participation motivation as a function of the degree of students' self-determination in physical education class", Unpublished master's thesis, Ewha Womans University, Seoul, [12] Deci, E. L., & Ryan, R. M., "Intrinsic motivation and self determination human behavior". New york: Plenum Publishing Co., [13] Vallerand, R. J., Deci, E. L., & Ryan, R. M., "Intrinsic motivation in sport", Exercise and Sport Sciences Review, Vol.15, pp , [14] Park, J. T., "Gymnastics class state anxiety and goal orientation on intrinsic motivation of physical education lessons for elementary school students" The Korean Journal of the Elementary Physical Education, Vol.16, No.2, pp.71-80, [15] Han, S. M., Development and effects of self-directed learning strategy program for college students, Asian Journal of Education, Vol.7, No.3, pp.1-30, [16] Pressley, M., & Woloshyn, V., Cognitive strategy instruction that really improves children s academic performance, Cambridge, MA: Brookline Books, [17] So, Y. H., Kim, S. I., "The effect of self-efficacy and task choice on task interests", Korean Journal of Educational Research, Vol.43, No.4, pp , [18] Hyun, E. Y., "The effect of self-efficacy and academic achievement by learner's sociability", Unpublished master's thesis, Korea National University, Chung-Buk, 강경환 (Kyung-Hwan Kang) [ 정회원 ] 1997 년 5 월 : University of New Mexico(MS) 2000 년 5 월 : University of New Mexico(Ph.D) 2002 년 7 월 ~ 2002 년 2 월 : Oregon State University(Post-Doc) 2002 년 2 월 ~ 현재 : 건양대학교스포츠복지학과교수 < 관심분야 > Adapted Physical Education, Sports Rehabilitation 134

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