Earticle

This study investigated the relationship between the motivation of Chinese international students in physical education to study abroad and the factors that hinder their studies, and analyzed the moderating effect according to gender to draw the following conclusions. First, the forced factors of the motivation to study abroad of Chinese students in physical education had a statistically significant effect on the external and internal factors of the academic interference. Second, in the moderating effect according to gender, the forced factor showed interaction effect in the internal factor of academic interference , so gender played a moderating role and male students showed high influence on the internal interference factor by the coercion of motivation. In other words, in order to reduce the academic obstruction of Chinese students in physical education, it is necessary to provide various educational programs for the forced international students and to make efforts of the related persons to change motivation. In addition, it is necessary to apply the academic management system through close guidance to male international students compared to women to maintain a successful study abroad life.

본 연구는 우리나라의 고등학교 학생들이 학습목표를 세우고 이를 실천하는 과정에서 경험하는 심리내적, 외적 요소들을 탐색적으로 연구하고 분류한 것이다. 본 연구에서 설정한 연구문제는 다음과 같다. 첫째, 우리나라 고등학교 학생의 학습목표 실천과정 방해요소는 무엇인가? 둘째, 우리나라 고등학교 학생의 학습목표 실천과정 방해요소는 어떻게 분류할 수 있는가? 이를 위해 본 연구에서는 253명의 고등학교 학생들에게 정해진 기간 동안 학습일지를 작성하도록 하였고, 이중 30명의 학생들을 면접하여 방해요소를 포괄적으로 추출하였다. 연구 결과 우리나라 고등학생들의 학습목표 실천과정의 방해요소는 최종적으로 48개로 추출되었으며, 이는 다시 8개의 군집으로 분류되었다. 아울러 본 연구의 의의와 제한점에 대해 제시하였다.

The major concern of this study is to find and explain obstacles in achieving academic goals for the Korean high school students. For this purpose, this study handled two questions as followings : 1) what is the obstacles of academic goal achievement process of Korean high school students? 2) how can these obstacles can be classified? The results of this study are as follows. First, the obstacles were derived into 48 factors, which Korean high school students often experience. Second, the cluster analysis was performed to find out how these factors were classified. Third, with the result, we got eight clusters as follows; (1) low academic self-efficacy (2) inefficient learning skills (3) negative feelings (4) deficiency to distribute proper time to each academic task (5) conflicts between learning activity and other activities (6) body condition and physical environment problems (7) social relationship problems (8) stressful situations. The significance of this article is brought from the fact that the obstacles of high school students' achieving academic goals have been 'empirically' and 'systematically' classified from this study. The concept of the obstacles can be used as a useful list both in academic guidance and counseling setting.

본 연구는 학습목표 실천과정의 방해요소에 대한 이론적 고찰을 통해 학습목표 실천과정 방해요소의 분류체계를 개념적 수준에서 체계적으로 구성하여, 학습목표 방해요소에 대한 경험적 검증작업을 위한 토대를 마련하고자 하였다. 본 연구에서 설정한 연구문제는 다음과 같다. 첫째, 학습목표 실천과정 방해요소는 무엇인가? 둘째, 학습목표 실천과정 방해요소는 어떻게 분류할 수 있는가? 이를 위해 본 연구에서는 먼저, 학습목표 실천과정의 방해요소의 종류가 무엇이 있는지 살펴보고, 다음으로 학습목표 실천과정의 의지전략연구를 검토하여 방해요소의 분류영역을 설정하고, 마지막으로 학습이론 및 연구에서 직․간접적으로 언급되어온 학습목표 실천과정의 방해요소를 추출하여 영역별로 분류하였다. 그 결과, 학습목표 실천과정의 방해요소는 인지적 영역, 동기적 영역, 정서적 영역, 환경 영역, 스트레스 영역으로 나누어지고, 각 영역에 속하는 하위 방해요소도 분류되었다. 아울러 이와 같은 학습목표 실천과정 방해요소의 분류가 학습상담 및 교육에 주는 시사점이 무엇인지 논의하였다.

The major concern of this study is to establish the conceptual foundation for empirical work of verification for obstacles in achieving academic goals, organizing the classifying system of obstacles, through a theoretical study. For this purpose, this study handled two questions as followings : 1) what is the obstacles of academic goal achievement process? 2) how can these obstacles can be classified? To solve these problems, this study focuses on the conceptual definition of 'obstacles', notifying the meaning of classifying system of obstacles through reviewing the studies of volitional strategies. Through these process, this study, finally, set up the wholistic classifying system of obstacle factors, deriving obstacles mentioned directly or indirectly in the studies and theories of academic study. With the results, the study show that the obstacle factors are divided into areas of cognition, motivation, affection, environment and stress, each divided into more specific areas, respectively. And it also deals with the suggestion of this study in the field of academic counseling and education.