초록 열기/닫기 버튼
본 연구는 예비유아교사의 학습동기와 학습몰입, 주관적 안녕감 간의 관계를 살펴보고, 학습동기와 주관적 안녕감의 관계에 있어 학습몰입이 매개변인으로 작용하는지를 밝히고자 하였다. 이를 위해 부산에 소재한 대학의 예비유아교사 596명을 대상으로 질문지를 배부하여 자료를 수집하였다. 수집된 자료는 구조방정식모형으로 분석되었으며, Bootstrapping방법을 이용하여 간접효과에 대한 유의성을 검증하였다. 그 결과 첫째, 예비유아교사의 학습동기와 학습몰입은 주관적 안녕감과 유의한 정적 상관관계를 나타냈다. 둘째, 예비유아교사의 학습동기는 주관적 안녕감에 직접적인 영향을 미치지는 않지만 학습몰입을 통한 간접영향을 미쳤다. 즉 예비유아교사의 학습몰입은 학습동기와 주관적 안녕감 간의 관계를 완전 매개하는 역할을 하는 것으로 나타났다. 이 연구는 예비유아교사의 주관적 안녕감에 미치는 학습동기와 학습몰입의 효과를 밝혔다는데 의의가 있다.
The purpose of this study is to identify the relation among learning motivation, learning flow, and subjective well-being, and to examine whether learning flow would mediate the relation between learning motivation and subjective well-being in preservice early childhood teachers. The subjects of this study were 596 preservice early childhood teachers in Busan, and they were asked to answer the questionnaire. The collected data were analyzed by the structural equation modeling(SEM), and Bootstrapping was used to verify the mediating effects and significance. The results were as follows. First, the learning motivation and learning flow of preservice early childhood teachers showed significant positive correlation with subjective well-being in positive. Second, preservice early childhood teachers' learning motivation did not have direct effects on subjective well-being. However learning motivation had indirect effects on subjective well-being. It was shown that learning flow totally mediate the relation between learning motivation and subjective well-being of preservice early childhood teachers. This study suggests the effect of learning motivation and learning flow on subjective well-being of preservice early childhood teachers.
키워드열기/닫기 버튼
Preservice early childhood teachers, Learning motivation, Subjective well-being, Learning flow
