중국인 한국어학습자의 자기결정성동기와 자기조절학습 관계 분석

Abstract

This study desires to establish relationship between motivation for self-determination and self-regulated learning of Chinese Korean learners. Study objects are Chinese Korean learners of Korean school in K University and Y University from March 15 2015 to March 31 2015, and total 303 learners of samples were extracted by using convenience sampling method. For collected data, frequency analysis, exploratory factor analysis, reliability analysis, one-way ANOVA, correlation analysis, and multiple regression analysis were conducted by using SPSS 22.0, and a conclusion was deducted as follows. First, all factors of self-determination and self-regulated learning except for behavior control factors among behavior regulation shows a statistically meaningful difference according to a language ability of learners. Second, extrinsic regulation has a negative effect on elaboration, organization, planning, monitoring, and regulation strategy. Identified regulation has a positive effect on rehearsal strategy, and intrinsic regulation has a positive effect on elaboration, organization, planning, monitoring, and regulation strategy. Third, extrinsic regulation has a negative effect on mastery goal orientation, self-efficacy, and achievement value, and introjected regulation has a positive effect on self-efficacy and achievement value. Identified regulation has a positive effect on mastery goal orientation, self-efficacy, and achievement value, and intrinsic regulation has a positive effect on mastery goal orientation, self-efficacy, and achievement value. Fourth, extrinsic regulation has a negative effect on study time management and asking for help, and introjected regulation has a positive effect on study time management and asking for help. Identified regulation has a positive effect on study time management and asking for help, and intrinsic regulation has a positive effect on behavior control and study time management.