Korean Journal of School Psychology (한국심리학회지:학교)

Korean School Psychology Association (학교심리학회)
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Characteristics of Academic Hatred Explained by Self-Determination Motivation: A Study of High School Seniors

자기결정성 동기에 따른 학업반감 특성에 관한 연구: 고등학교 3학년 학생들을 대상으로

  • Lee, Minyoung (Brain & Motivation Research Institute, Korea University) ;
  • Lee, Sangeun (Department of Education, Korea University) ;
  • Lee, Sang Min (Department of Education, Korea University)
  • 이민영 (고려대학교 두뇌동기연구소) ;
  • 이상은 (고려대학교 교육학과) ;
  • 이상민 (고려대학교 교육학과)
  • Received : 2020.09.16
  • Accepted : 2020.12.10
  • Published : 2020.12.30
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Abstract

This study examined the relative influence of the five factors of the self-determination motivation on academic hatred. A total of 938 high school seniors (female 535, 57.0%) across eight schools in Seoul, Incheon, and Gyeonggi province were surveyed a month before Soo-neng (College Scholastic Ability Test). The findings of correlation analyses and hierarchical multiple regression analyses were summarized as follows. Academic hatred showed significant correlations with all the self-determination motivation factors except for introjected regulation. For hierarchical multiple regression analyses, starting with amotivation, the motivation factors indicating low level of self-determination were entered in order. In the final model, amotivation and introjected regulation had positive influence on academic hatred, and intrinsic regulation had negative influence on academic hatred. Specifically, introjected regulation which had no significant effect on academic hatred with amotivation and external regulation showed significant effect after identified regulation was added. Identified regulation lost its significant influence after intrinsic regulation was included. This study was meaningful in that it was the first study to clarify motivational characteristics of academic hatred based on self-determination theory. The study also presented its limitations, implications for school counseling intervention, and directions for future research.

본 연구는 학업반감에 영향을 미치는 자기결정성 동기의 다섯 가지 하위 요인의 상대적 영향력을 검증하기 위해 실시되었다. 수능을 1달 앞 둔 서울, 인천, 경기 소재 8개 고교에 재학중인 고등학교 3학년생 938명(여학생 535, 57.0%)을 대상으로 위계적회귀분석을 실시한 결과는 다음과 같다. 분석에서는 자기결정성 수준이 낮은 동기요인부터, 즉 무동기-외적조절-내사적조절-확인적조절-내재적조절의 순서대로 투입되었다. 그 결과, 최종적으로 무동기, 내사적 조절은 학업반감에 정적인 영향을 미치고 내재적 조절은 부적인 영향을 미치는 것으로 나타났다. 특히, 무동기, 외적 조절, 내사적 조절을 투입하였을 때 학업반감에 유의한 영향력을 미치지 않던 내사적 조절은 확인적 조절을 투입한 이후부터 유의한 영향을 보이기 시작하였으며, 확인적 조절은 내재적 조절이 투입되자 전 단계에서 보이던 유의한 영향력이 사라졌다. 본 연구는 자기결정성이론에 근거하여 학업반감의 동기적 특성을 밝힌 첫 연구라는 의미를 지니며, 이에 대한 한계 및 학교상담에서의 개입전략과 함의점, 후속 연구에서의 방향성 등을 제시하였다.

Keywords

Acknowledgement

한국연구재단의 연구비 지원을 받아 작성하였습니다(NRF-2017S1A5A2A01025536).

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