미술교육환경과 미술교과의 자기효능감, 성취동기, 학습흥미간의 상관분석에 관한 연구

Abstract

본 연구는 초등학교 미술교육환경이 4-6학년 학습자들의 미술교과의 자기효능감, 성취동기, 학습흥미에 영향을 미칠 것으로 예상하고 선행연구를 통해 예측된 물리적 교육환경과 심리적 교육환경을 연구변인으로 선정하였다. 연구변인으로 선정한 미술교육환경과 미술교과의 자기효능감, 성취동기, 학습흥미의 특성을 밝히기 위해 변인들의 성별, 학년별, 학교별 차이검증을 하였다. 또한 미술교육환경, 자기효능감, 성취동기, 학습흥미의 관계를 밝히기 위해 상관관계를 검증하고, 미술교육환경이 학습자의 자기효능감, 성취동기, 학습흥미에 미치는 영향력을 분석하였다. 이와 같은 연구를 통해, 성별, 학년별, 학교별에 따른 학습자 특성을 이해하고, 미술교육환경, 자기효능감, 성취동기 및 학습흥미 간의 관계를 파악하여 미술교수ㆍ학습에 도움을 줄 수 있는 구체적인 정보를 제공하고자 하였다. 본 연구대상은 서울지역에 거주하는 초등학교를 물리적 교육환경에 따라 3곳(미술실이 없고 환경이 열악한 곳, 미술실은 있으나 사용이 잘되지 않는 곳, 최신시설의 미술실을 갖춘 곳)을 선정하고, 4-6학년을 대상으로 한 학년에 약 90명씩 270명을 대상으로 조사 실시 하였다. 설문문항에서는 미술과의 교육환경에 대한 연구(이성도, 김혜숙, 2003; 방희정, 2005)를 바탕으로, 자기효능감과 성취동기의 관계를 밝힌 연구(김은진, 2004; 김일태, 2000; 황향숙, 2002) 등의 선행논문을 참고로 연구 취지에 맞도록 정리 보완하였다. 수집된 자료는 SPSS/PC+프로그램을 이용하여 전산처리하였다. 본 연구의 가설 검증을 위해 사용된 통계분석 방법으로 정의적 특성의 성별, 학년별 차이에 대한 의의도 검증을 위해서는 t검증을, 학교별 개별 비교를 위해 분산분석이 사용되었고, 교육환경이 자기효능감, 성취동기, 흥미도에 미치는 상대적 중요성과 연합효과분석을 위해 상관분석과 다중회귀분석을 하였다. 본 연구의 가설은 다음과 같다. [가설 1] 학습자의 성별 및 학교 급별에 따라 ‘교육환경’, ‘자기효능감’, ‘성취동기’, ‘학습흥미’에 의미 있는 차이가 있을 것이다. [가설 2] ‘교육환경’, ‘자기효능감’, ‘성취동기’ 및 ‘학습흥미’는 학교시설에 따라 의미 있는 차이가 있을 것이다. [가설 3] ‘교육환경’에 따라 ‘자기효능감’, ‘성취동기’, ‘학습흥미’간에 의미 있는 상호 상관관계가 있을 것이다. [가설 4] ‘교육환경’의 하위요인들과 ‘자기효능감’, ‘성취동기’, ‘학습흥미’간에는 의미 있는 영향관계가 있을 것이다. 위의 가설을 검증한 결과는 다음과 같다. 첫째, 학습자의 성별에 따라 ‘교육환경(심리적)’, ‘자기효능감’, ‘성취동기’, ‘학습흥미’ 모든 면에서 의미 있는 차이가 있었고, 학습자의 학교 급별에 따라서는 ‘교육환경(물리적)’, ‘성취동기’, ‘학습흥미’에 유의미한 차이가 검증되었다. 둘째, 학교시설에 따라 ‘물리적 교육환경’에만 유의미한 차이가 있는 것으로 나타났다. 셋째, ‘미술교육환경’, ‘자기효능감’, ‘성취동기’, ‘학습흥미’ 각각의 요인에 유의미한 정적 상관이 검증되었다. 넷째, ‘미술교육환경’이 ‘자기효능감’, ‘성취동기’, ‘학습흥미’ 각각의 요인에 미치는 영향력은 부분적으로 유의미한 것으로 검증되었다. 본 연구는 미술교육환경이 학습자의 정의적 특성인 자기효능감, 성취동기, 학습흥미에 의미있는 관계가 있음을 실증적 자료를 통해 입증하였다. 또한 미술교육환경의 하위요인들과 자기효능감, 성취동기, 학습흥미에 미치는 상대적 기여도와 총 영향력 분석 결과는, 차후 학습자들의 긍정적인 자기효능감, 성취동기, 학습흥미의 육성과 관련된 프로그램 개발 및 교수지도에 구체적으로 도움을 줄 수 있을 것으로 기대된다.|Purpose This research chose the physical educational environment and psychological studies as the variables to research as they were identified as the features that would have the most meaningful impact, out of a number of various definitive variables, on the self-efficacy, achievement motivation and interesting of art education of those children in the 4-6th grades of elementary school. In an attempt to identify the features of the art education environment, achievement motivation, self-efficacy and learning interesting, differences of the variables in terms of gender, grade, school were verified first. In order to determine the degree of relationship between the art education environment, achievement motivation, self-efficacy and learning interesting, their correlation was verified and the effects of the achievement motivation, self- efficacy, learning interesting on art education environment was analyzed. Through this kind of research, I tried to understand the features of students by gender, grade and school, identify the relationship between the art education environment, self-efficacy , achievement motivation and learning interesting in art, and provide details tips on teaching/learning art. The study area is located in Seoul, elementary school physical educational environment, according to the three places (1. school with harsh environments where is no art room, 2. school with the art room where isn't use well, 3. school with the latest facilities art room) is selected and around 90 students,4-6 grade, grade one by one who surveyed total 270 students was conducted. Survey questions about the art learning environment with the research (the reason, Kim, hye-suk, 2003; Bang, hui-jeong, 2005) based, self-efficacy, and said the relationship between achievement motivation research Kim, eun-jin, 2004; Kim, il-tae, 2000; Hwang, hyang-suk, 2002), etc. See the preceding paper was complemented by research to fit purpose. Collected data is computized by SPSS / PC + program. This study used statistical analysis for hypothesis testing methods affective characteristics of gender, grade of significance for the difference between verification and validation in order t, these school separate analysis of variance was used for comparison and in order to analysis union effectiveness and relative importances between educational environment, self-efficacy, achievement motivation and interest of art, the correlation analysis and multiple regression analysis was used. Hypotheses The hypotheses used for the research are as follows: [Hypothesis 1] There should be a significant difference between children of defferent gender, and grade, in terms of the educational environment, self-efficacy, achievement motivation, learning interests in art. [Hypothesis 2] There should be a significant difference between children's educational environment in terms of the educational environment, self-efficacy, achievement motivation, learning interests in art. [Hypothesis 3] There should be a significant correlation among the learning environment, self-efficacy, achievement motivation, learning interests in art. [Hypothesis 4] Factors placed under the educational environment and other factors coming under the self-efficacy, achievement motivation, learning interests in art should have significant impact and its sub-factors. Results The results of verification of the hypotheses listed above are as follows : First, depending on the gender of students learning environment (psychological), self-efficacy, achievement motivation and learning interest, the difference was meaningful in every way, students rank the schools according to the learning environment (physical ), achievement motivation and learning interests, a significant difference was verified. Second, depending on only the school facilities' physical education environment, significant difference was found. Third, significant fixed correlation was verified among the art education environment, self-efficacy, achievement motivation and learning interests and factors plased under each category. Fourth, it was verified that factors coming under the self-efficacy, achivement motivation, learning interests have partially significant impact on the art education environment and factors placed under it. This research proved that there is a significant relationship between self-efficacy, achievement motivation, interest of art with art educational environment using the data of actual proof. The resualts of the anaylsis on the impact that factors placed under the self-efficacy, achievement motivation, learning interests in art have on the art educational environment and its factors are expected to be quite usefully used in the development of the programs geared for facilitating the studenst's environment, self-efficacy, achievement motivation, learning interests in art and its teaching guidelines in the future.