성실성과 완벽성이 학습관여에 미치는 영향: 자기조절동기의 매개효과를 중심으로

초록

The purpose of this study was to examine the structural relations among personality, self-regulated motivation and academic engagement. Tow-hundred and sixty one college students completed instruments assessing personality(perfectionism, conscientiousness), self-regulated motivation(identified regulation, introjected regulation) and academic engagement. Structural analyses showed that perfectionism contributed positively to introjected regulation while conscientiousness contributed positively to identified regulation; identified regulation in turn contributed positively to academic engagement while introjected regulation had no effect on academic engagement. Tests for mediation showed that identified regulation mediated the direct effect conscientiousness had on engagement. These results explain how key personality constructs such as conscientiousness and perfectionism effect engagement-fostering motivational processes such as identified regulation and engagement- neutral motivational processes such as introjected regulation.

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