대학생의 학습참여에 영향을 주는 사회적 요인, 심리적 욕구 요인, 동기 요인 간의 구조적 관계

Abstract

The purpose of this study was to examine the structural relationship among social factor, psychological need factor, and motivational factor for enhancing learning engagement. Based on the literature review, perceived instructors’ autonomy support was determined as a social factor, perceived academic autonomy and academic competence were chosen as psychological need factors, and self-determined motivation was selected as a motivational factor. The proposed model was tested with 453 university students in Korea, and structural equation modeling analysis was used to test the proposed model and the causal relationships among the variables. This study showed that perceived instructors’ autonomy support positively and directly influenced perceived learners’ academic autonomy and academic competence, and these perceived academic autonomy and academic competence directly influenced learners’ self-determined motivation which in turn directly influenced learning engagement. Furthermore, academic autonomy had an indirect effect on learning engagement, and academic competence had both direct and indirect effects on learning engagement. These findings offer theoretical background and practical implications for university students to enhance learning engagement by promoting self-determined motivation and autonomy support in a learning environment.