심리적 독립과 자기 주도적 학습의 관계에서 몰입경험의 매개효과

초록

The purpose of this study was to investigate the mediating effects of flow experience on the relationship between psychological separation and self-directed learning. The participants of this study were 395 students of high school in Seoul and Kyong-Gi province. The three measures were employed: (a)Psychological Separation Inventory:PSI, (b)Flow Experience Inventory for youth, (c)Self-Directed Learning Scale. The results of this study can be summarized as follows. First, conflictual independence of psychological separation was positively correlated with self-directed learning and also with flow experience. And attitudinal independence of psychological separation was negatively correlated with self-directed learning and also with flow experience. Second, when psychological separation and flow experience were simultaneously used as independent variables to predict self-directed learning, only flow experience turned out to be a significant predictor of self-directed learning. Third, it was found that flow experience mediated the relation between psychological separation and self-directed learning. Implications for counseling high school students having problems of conflicts in self-directed learning and suggestions for future study were discussed.

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