아동학회지 (Korean Journal of Child Studies)
- 제28권5호
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- Pages.253-267
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- 2007
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- 1226-1688(pISSN)
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- 2234-408X(eISSN)
아동의 다중지능과 학습의 정의적 요인의 관계
Relationships Between Multiple Intelligences and Affective Factors in Children's Learning
- Jung, Hye Young ;
- Lee, Kyeong Hwa (Department of Early Childhood Education, Pukyong National University)
- 투고 : 2007.06.30
- 심사 : 2007.09.17
- 발행 : 2007.10.01
초록
This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.