earticle

영어

The purpose of this study was to establish the causal structural model among
instructional technique, learning contents and self-concept associated with
learning flow of business high school students. The specific objectives were 1)
to analyze the effects of instructional technique and learning contents on learning
flow, 2) to analyze the effects of self-concept on learning flow, 3) to analyze
the effects of instructional technique and learning contents on learning flow on
self-concept, 4) to analyze the mediating effects of self-concept between
instructional technique, learning contents and learning flow.
A survey was conducted, and the questionnaire was conceived to obtain the
measures of four latent variables: learning flow, self-concept, instructional
technique and learning contents.
Data were collected from 369 students of 3 business high schools in Ansan
city. 326 questionnaires were collected (response rate: 88.4%), of which 313
responses were used after screening. The SPSS program for window and LISREL
program were used to analyze the data for this study. The statistical method
used in this study was the covariance structure analysis estimating parameters
by maximum likelihood method. Path coefficients were tested for t-tests with a
statistical significance level of .05. The conclusions of this study are as follows:
1. The result of this analysis revealed a generally fit to the data:  
=137.70(p<.05);  /df=38; RMSEA=.089; GFI=.93; CFI=.92; IFI=.92;
NFI=.89; NNFI=.89.
2. Instructional technique had positive effects on learning flow((β=.16, p<.05).
3. Learning contents had positive effects on learning flow(β=.80, p<.01).
4. Self-concept had positive effects on learning flow(β=.18, p<.01).
5. Learning contents had positive effects on Self-concept(β=.27, p<.05).

한국어

전문계 고등학교 학생들의 학습능력 부족과 부적응, 그리고 학습의욕 저하 현상을 해결하
기 위해서는 학생들이 학습상황에 몰입할 수 있도록 하는 노력이 긴요하다. 전문계 고등
학교가 미래의 교육기관으로 존속하기 위해 해결해야 할 최우선 과제인 교육성과의 가시
화를 위해 학습몰입의 개념 정립과 그 영향 요인 구명이 긴요한 상황이다. 이 연구에서
는 선행 연구 고찰을 통해 상고 학생의 학습몰입 인과모형을 구안하고, 구조분석을 통하
여 학습몰입과 그 영향 요인들 간의 관계를 분석하였다.
LISREL을 이용한 공변량 구조분석을 실시하였으며  , RMSEA, GFI, CFI, IFI, NFI,
NNFI를 이용한 가설적 인과모형 검증 결과, 전반적으로 적합한 것으로 판정되었다. 영향
요인 가운데 학습진행방법(β=.16, p<.05)과 학습내용(β=.80, p<.01)이 학습몰입에 유
의한 정의 영향을 미치는 것으로 나타났으며, 자아개념은 학습몰입에 유의한 정적인 영
향을 미치는 것으로 나타났다(β=.18, p<.01). 또한 학습내용은 학생의 자아개념에 유의
한 정의 영향을 미치는 것으로 나타났다(β=.27, p<.05).