Earticle

초록

영어

The purpose of this study is to find the relationship among reading proficiency, reading strategies and motivations based on the Self-Determination Theory(SDT). Two hundred and thirty two college students participated in the study. The main results were as follows: At first, the question is whether there exist any preferred types of motivations for each group. Another question is which motivation is the most important to indicate reading proficiency. This study revealed that intrinsic regulation among other subtypes of motivations was the most preferred one for all groups, having a positive correlation with reading proficiency, and that the most influential motivation on the reading proficiency is amotivation, which had a negative effect on it. Secondly, it was found that the correlation between motivations and reading strategies is very low. Stepwise regression analyses revealed that the most influential variables on the reading proficiency were both meta-cognitive strategy and identified regulation among reading strategies (cognitive, compensation, meta-cognitive, and social cognitive strategy) and motivations (amotivation, extrinsic regulation, introjected regulation, identified regulation, and intrinsic regulation).

목차

Abstract
 1. 서론
 2. 이론적 배경
  2.1. 자기결정성이론에 기초한 동기유형
  2.2. 자기결정성이론에 따른 학습동기와 학습전략의 사용이 학업성취도에 미치는 영향
 3. 연구방법
  3.1. 연구 대상
  3.2. 연구측정도구
  3.3. 연구 분석방법
 4. 연구결과 및 논의
  4.1 동기와 독해 능숙도와의 관계
  4.2. 동기，독해전략，그리고 독해 능숙도 간의 관계
 5. 결론 및 제언
 참고문헌

키워드

독해 능숙도 독해전략 자기결정성이론 동기 상위인지전략 인지전략 reading proficiency reading strategies Self-Determination Theory motivations meta-cognitive strategy cognitive strategy

저자

• 지순정 [ Soonjeong Jee | 인제대학교 ]
• 이상도 [ Sangdo Lee | 부산대학교 ]

참고문헌

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