• 가정과삶의질연구
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• 제31권1호
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• pp.49-59
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• 2013

The purpose of this study was to explore the relationship of caregivers' accreditation experience and their motivational self-concept. Questionnaire were gathered from caregivers who work in Seoul, Incheon, and Kyunggi areas. Data were analysed by t-test, MCA, and multiply regression analysis. The result showed that caregivers who experienced accreditation at child are centers had higher scores in their motivational self-concept than caregivers who inexperienced accreditation procedure yet had. This tendency was clear in caregiver groups who work at unsupported child care centers, and who got certificate from institutions except college. With controlling individual background variables which influence on caregivers' motivational self-concept, independent effect of caregivers' accreditation experience on their motivational self-concept was still significant especially at the caregiver group who work in unsupported child care centers.

• 한국보육지원학회지
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• 제14권6호
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• pp.171-185
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• 2018

Objective: This study aimed to investigate the influence of child care center managers' coaching leadership on teachers' motivational self-concepts via middle managers' coaching leadership. Teachers' motivational self-concepts consisted of personal self-concept and social self-concept. Methods: A questionnaire survey was conducted on 475 child care center teachers regarding teachers' recognition of the coaching leadership of managers and middle managers and motivational self-concepts of teachers. To analyze the collected data, the path was examined through descriptive statistics, correlation analysis, structural analysis using Amos, and the mediating effect was confirmed by conducting the Sobel Test. Results: The middle manager's coaching leadership was found to mediate the pathways from the manager's coaching leadership to the teacher's social self-concept, but did not mediate the personal self-concept of teachers. Conclusion/Implications: This study showed that the manager's coaching leadership was mediated by the middle manager's coaching leadership and that the manager's coaching leadership had an influence on the social self-concept of teachers. These results imply that both managers and middle managers need to develop coaching leadership skills in order to improve the motivational self-concept of teachers, which is important for work efficiency at child care centers.

• 한국보육지원학회지
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• 제7권3호
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• pp.239-257
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• 2011

본 연구는 동기부여적 자아개념에 대한 선행연구를 바탕으로 보육교사의 동기 부여적 자아개념을 측정하기 위한 척도의 문항을 수정보완하고 이를 타당화 하는 것을 목적으로 하였다. 기존의 동기부여적 자아개념 척도 문항을 보완하여 보육교사를 대상으로 이들의 동기부여적 자아개념을 측정할 수 있는 문항을 구성하였다. 서울, 경기지역의 보육시설에 종사하는 보육교사 321명을 편의표집하여 동기부여적 자아개념, 전문성인식, 자아탄력성 및 배경변인을 설문지 조사방법으로 측정하였다. 동기부여적 자아개념척도의 예비문항에 대해 탐색적 요인분석을 실시하여 6요인 23개 문항을 선정하였으며 최종적으로 6개 요인은 전체 변량의 77.12%를 설명하는 것으로 나타났다. 보육교사의 동기부여적 자아개념 척도의 Cronbach의 ${\alpha}$는 .935로 양호한 수준이었으며, 보육교사의 동기부여적 자아개념은 이들의 전문성 인식 및 자아탄력성과 각각 유의한 정적 상관을 보여 척도의 준거타당도가 있는 것으로 확인되었다.

• 영어어문교육
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• 제18권1호
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• pp.115-132
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• 2012

In order to confirm ecological validity of D$\ddot{o}$rnyei's second language motivational self, the present study investigated 495 South Korean secondary school students' L2 learning motivation and motivated behavior by using a questionnaire survey. The participants' ideal L2 self, ought-to L2 self, integrativeness, and instrumentality were examined and compared to identify which motivational factor had the most effect on their motivated L2 learning behavior. Among Korean secondary school students, the concept of integrativeness was replaced with the ideal L2 self as a more appropriate concept for understanding Korean secondary school students' L2 learning motivation. As for instrumentality, promotional aspects demonstrated a significant correlation with both the ideal and ought-to L2 selves, whereas preventional aspects showed a relatively high correlation with the ought-to L2 self. The ideal L2 self had the most impact on the motivated behavior, and the ideal L2 self and ought-to L2 self reflected the students' different motivational characteristics. It is suggested that D$\ddot{o}$rnyei's (2005, 2009) L2 motivational self system can be a better psychological model than Gardner's (1985) socio-educational model for understanding Korean secondary school students' L2 learning motivation.

• 한국과학교육학회지
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• 제19권3호
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• pp.471-478
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• 1999

In this study, the relationships among learners' cognitive variables, motivational variables, and conceptual understandings in learning with analogy were investigated. The instruments regarding analogical reasoning ability, field dependence-independence, mental capacity, and logical thinking ability were administered. Some subtests (self-efficacy, expectancy, self-concept of ability, and value) of the Patterns of Adaptive Learning Survey were administered. After students learned with a worksheet that included analogy, a conception test regarding 'stoichiometry that included limiting reagent' was also administered. It was found that learners' conceptual understandings were significantly correlated with the logical thinking ability and the field dependence-independence among the cognitive variables, and the self-efficacy and the self-concept of ability among the motivational variables. The multiple regression analysis of the cognitive variables on conceptual understandings revealed that the logical thinking ability was the most significant predictor. The field dependence-independence also had predictive power. In the analysis of the motivational variables, the self concept of ability was the only significant predictor.

• 디지털융복합연구
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• 제16권2호
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• pp.261-267
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• 2018

본 연구는 치과종사자들의 코칭리더십이 직무 만족도, 동기부여적 자아개념, 삶의 질에 미치는 영향을 조사하기 위해 대구,경북지역 205명의 치과위생사(간호조무사)를 조사하였다. 코칭리더십의 전체 평균은 5점 척도에서 2.67, 개발코칭 2.61, 관계코칭 2.61로 나타났다. '나의 상사는 나의 발전을 위한 연수교육 기회를 적극적으로 제공해 준다'가 2.50으로 가장 낮았다. 일반적 특징에 따른 코칭리더십은 20-25세, 경력 1-5년, 미혼, 수입 2000만원 이하, 직속상관은 여성, 직속상관 나이 20-30세, 직속상사 직위는 팀장, 선임치과위생사가 높았다(p<.05). 코칭리더십에 대한 직무만족도, 동기부여적 자아개념, 삶의 질이 양의 상관관계를 나타냈다(p<.05). 따라서 올바른 코칭리더십은 직무만족도를 높이고 개인의 발전을 높이기 위한 동기부여적 자아개념을 향상시켜 삶의 질도 높인다.

• 한국과학교육학회지
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• 제29권4호
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• pp.414-422
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• 2009

본 연구에서는 학습자의 동기적 특성이 불일치 사례를 이용한 밀도 개념 학습 과정에 미지는 영향을 조사하였다. 두 개의 중학교 1학년 학생 642명이 연구에 참여하였으며, 사전 검사로 실패에 대한 인내, 자아효능감, 과제 목표 지향과 수행 목표 지향 검사를 실시한 뒤, 선개념 검사를 실시하였다. 개념 변화 학습의 주요 단계를 포함한 학습지를 이용하여 밀도 학습에 대한 개별적인 학습을 실시한 뒤, 사후 검사로 주의집중, 노력, 개념 이해도 검사를 실시하였다. 목표 오개념을 지닌 203명의 학생들의 응답을 경로 분석한 결과, 동기적 특성 변인들은 인지 갈등에 영향을 주지 않았다. 그러나 실패에 대한 인내와 과제 목표 지향은 상황 흥미와 주의집중, 노력을 매개로 개념 이해도에 영향을 주었다. 자아효능감은 노력을 매개로 개념 이해도에 영향을 주었다. 수행 목표 지향은 주의집중과 노력을 매개로 개념 이해도에 부적인 영향을 주었다. 인지 갈등은 상황 흥미를 매개로 간접적으로뿐 아니라 직접적으로도 개념 이해도에 영향을 주었다.

• 한국과학교육학회지
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• 제17권4호
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• pp.415-423
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• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• 한국병원경영학회지
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• 제7권1호
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• pp.1-18
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• 2002

Empowerment is a multifaceted concept which can be described somewhat differently. In general, it is defined as the motivational concept of autonomy and self-efficacy. Recently, this concept of empowerment is applied to improve organizational staff's job satisfaction and organizational commitment in many organizations. Empowerment in service organizations has certainly generated more publicity than any other organizations. The objective of this study is to measure the degree of hospital administrative staff's empowerment using Spreitzer(1995)'s empowerment theory, and also to analyze the relationship of empowerment and job satisfaction and organizational commitment. Spreitzer argues that the work empowerment is composed of 4 dimensions (meaning, competence, self-determination, and impact) and each dimension influences employee's job satisfaction, organizational commitment, and organizational performance in the end. In order to carry out this study, data were collected by self-administered Questionnaires from 181 hospital administrative staff at 3 university hospitals in Inchon and Kyunggi-Do. The response rate is 86%. The Collected data were analyzed with SPSS statistical package V10.0. The major findings of this study are as follows: First, the degree of hospital administrative staff's empowerment is a high level point at the 7 Likert Scale. Second, the reliability of 3 variables, empowerment, job satisfaction and organizational commitment, was statistically satisfied(Cronbach's alpha>0.80). Third, as a result of correlation analysis, four components of empowerment, job satisfaction and organizational commitment showed a positive relationship. Finally, multiple regression analysis was conducted to find the impact of empowerment on job satisfaction and organizational commitment. In the case of job satisfaction, the meaning and competence factors have a positive effect(P<0.05). And the case of organizational commitment, the meaning and impact components have a positive relation(p<0.05). These results showed that the workplace empowerment is significantly related to employee's job satisfaction and organizational commitment.

• 한국심리학회지:학교
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• 제11권1호
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• pp.253-274
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• 2014

본 연구는 자기결정성 동기 유형 중 무동기, 외적동기, 내적동기 변화의 잠재프로파일에 따라 집단을 분류하고, 각 집단을 결정하는 영향요인을 확인하고자 하였다. 이를 위해, 한국교육종단연구(Korea Education Longitudinal Study, KELS) 패널자료를 활용하여 중2와 고2 두 시점 모두에서 자기결정성 동기 설문에 응답한 5,459명을 대상으로 자료를 수집하였다. 동기유형의 변화량을 알아보기 위해 SPSS 17.0을 이용하여 표준화된 잔차를 산출하였고, M-Plus를 사용하여 잠재프로파일분석(Latent Profile Analysis: LPA)으로 동기 변화량의 프로파일에 따른 잠재계층을 분류하였다. 분석결과, 동기변화의 잠재프로파일에 따라 분류된 집단은 '자기결정성 증가, 자기결정성유지, 자기결정성 발달 정체, 자기결정성 혼돈, 자기결정성 감소' 집단으로 총 다섯 가지 집단으로 나타났다. 또한, 다섯 개 집단의 특성을 알아본 결과, 부모의 통제.학업적 자기개념, 교사-학생관계, 시험불안, 회피 지향, 성별, 부 학력, 소득의 영향력이 각 집단의 특성을 설명할 수 있는 영향요인으로 확인되었다. 마지막으로, 본 연구의 결과들을 바탕으로 하여 청소년 상담 개입전략에 대한 함의와 본 연구의 제한점 및 후속연구에 대한 제안 등을 논의하였다.