Korean Journal of Child Studies (아동학회지)
- Volume 27 Issue 2
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- Pages.55-69
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- 2006
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- 1226-1688(pISSN)
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- 2234-408X(eISSN)
Relationship Between Cognitive Strategies and Motivation for Self-determination in Preservice Kindergarten Teachers
예비유아교사의 인지전략과 자기결정성 동기와의 관계
- Lee, Hye Joo (Department of Elementary Education, Ewha Womans University)
- 이혜주 (이화여자대학교 초등교육학과)
- Received : 2005.12.31
- Accepted : 2006.03.04
- Published : 2006.04.01
Abstract
This study investigated relationship between preservice kindergarten teachers' cognitive strategies and self-determination motivation types. Cognitive strategies were measured by 3 variables surface, deep, and metacognitive strategies; motivation for self-determination was measured by 7 variables; intrinsic motivation(IM) to know, IM to accomplish, IM to experience stimulation, external regulation, introjected regulation, identified regulation, and amotivation. The Motivated Strategies for Learning Questionnaire(Pintirch & DeGroot, 1990) and the Academic Motivation Scale(Vallerand et al., 1992, 1993) were administered to 82 subjects. Data were analyzed by Pearson's correlation, multiple regression analysis, and canonical correlation analysis. Finding were a positive correlation between IM to know and IM to accomplish. IM to accomplish positively predicted surface, deep, and metacognitive strategies, and identified regulation positively predicted deep cognitive strategy. Amotivation negatively predicted deep and metacognitive strategies.
Keywords