지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 손원숙
- 발행연도
- 2017
- 저작권
- 경북대학교 논문은 저작권에 의해 보호받습니다.
이용수11
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초록· 키워드
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The purpose of this study was to examine the effects of formative feedback on basic psychological needs and classroom engagement and to investigate the moderating effects of teacher-student relationship in the structural relationship. The subjects of this study were 457 elementary school students of 5th grade sampled from D city, Korea.
To test research hypotheses, the data were analyzed with SPSS 18.0 program and AMOS 20.0 program. The results were as follows. First, formative feedback had significant direct and indirect effects on classroom engagement, and also had the direct effect on basic psychological needs. Second, The competence significantly mediated between formative feedback and classroom engagement. Finally, The moderating effect of teacher-student relationship on the structural relationship among formative feedback, basic psychological needs, classroom engagement was not significant. The results of this study were discussed about the importance role of formative feedback considering personality factor of the elementary students. Implication of the study and recommendations for future research are discussed.
To test research hypotheses, the data were analyzed with SPSS 18.0 program and AMOS 20.0 program. The results were as follows. First, formative feedback had significant direct and indirect effects on classroom engagement, and also had the direct effect on basic psychological needs. Second, The competence significantly mediated between formative feedback and classroom engagement. Finally, The moderating effect of teacher-student relationship on the structural relationship among formative feedback, basic psychological needs, classroom engagement was not significant. The results of this study were discussed about the importance role of formative feedback considering personality factor of the elementary students. Implication of the study and recommendations for future research are discussed.
목차
목 차I. 서론 11. 연구의 필요성과 목적 12. 연구 문제 53. 용어의 정의 6II. 이론적 배경 81. 형성적 피드백 82. 형성적 피드백과 기본심리욕구 및 수업참여 203. 형성적 피드백과 교사-학생 관계 29III. 연구방법 331. 연구대상 332. 측정도구 333. 연구모형 394. 분석방법 40IV. 분석결과 431. 기술 통계치 432. 형성적 피드백과 기본심리욕구 및 수업참여 간 구조모형 검증 463. 교사-학생 관계의 조절효과 53IV. 논의 및 제언 571. 논의 572. 제언 63참고문헌 65Abstract 75<부록 1> 문항군 간 상관 77<부록 2> 설문지 78
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