HOME / ¹®¼¸¶ÄÏ / ³í¹® / »çȸ°úÇкоß
µ¿±âº¯ÀÎ ¹× ÀÚ±âÁ¶ÀýÇнÀ ¼öÇà·Â°ú ¿Â¶óÀÎÁ÷¹«±³À° ÇнÀÈ¿°úÀÇ °ü°è - »çȸ°úÇÐ ¿¬±¸³í¹® ¿¬±¸³í¹®ÀÔ´Ï´Ù
Àüü 26 page Áß 1 page±îÁö ¹Ì¸®º¸±â°¡ °¡´ÉÇÕ´Ï´Ù.
¼Ò°³±Û
Á¦¸ñ : µ¿±âº¯ÀÎ ¹× ÀÚ±âÁ¶ÀýÇнÀ ¼öÇà·Â°ú ¿Â¶óÀÎ Á÷¹«±³À° ÇнÀÈ¿°úÀÇ °ü°è
ÀúÀÚ : ÇÏ¿µÀÚ, ÁÖ¿µÁÖ
¹ßÇàÇÐȸ : Çѱ¹±³À°°øÇÐȸ [Korea society of educational technology]
¹ßÇàÁ¤º¸ : ±³À°°øÇבּ¸ Á¦ 22±Ç 1È£ pp.57-82(26 pages)
¹ßÇà³âµµ : 2006
ÀúÀ۽ñâ : 2006³â 3¿ù
¸ñÂ÷
¥°. ¼ ·Ð
¥±. ÀÌ·ÐÀû ¹è°æ
¥². ¿¬±¸¹æ¹ý
¥³. ¿¬±¸°á°ú
¥³. °á·Ð ¹× Á¦¾ð
Âü °í ¹® Çå
º»¹®³»¿ë
º» ¿¬±¸´Â ¿Â¶óÀÎ Á÷¹«±³À°ÀÇ ¸¸Á·µµ, ¼ºÃëµµ, ±×¸®°í
Á÷¹«¸ôÀÔ ¼öÁØ¿¡ ´ëÇÑ ¼ºÃ뵿±â, Âü¿©µ¿±â, ÀÚ±âÈ¿´É°¨, ÀÚ±âÁ¶ÀýÇнÀ ¼öÇà·ÂÀÇ ¿¹Ãø°ú Á÷¹«¸ôÀÔ ¼öÁØ¿¡ ´ëÇÑ ¸¸Á·µµ¿Í ¼ºÃëµµÀÇ ¿¹ÃøÀ» Á¾ÇÕÀûÀ¸·Î ºÐ¼®․±Ô¸íÇϱâ À§ÇØ ¼öÇàµÇ¾ú´Ù. À̸¦ À§ÇØ °ø¹«¿ø ¿Â¶óÀÎ Á÷¹«±³À° ÇнÀÀÚ¸¦ ´ë»óÀ¸·Î ÇÏ¿© ÀÌµé º¯Àε鰣ÀÇ °ü°è¸¦ ´ÙÁßȸ±ÍºÐ¼®¿¡ ÀÇÇØ È®ÀÎÇÏ¿´´Ù. ¿¬±¸°á°ú, ù°, À¯ÀǼöÁØ .001¿¡¼ ÀÚ±âÁ¶ÀýÇнÀ ¼öÇà·Â(¥â = .540)°ú Âü¿©µ¿±â(¥â = .189)°¡ ¸¸Á·µµÀÇ À¯ÀǹÌÇÑ ¿¹Ãøº¯ÀÎÀ¸·Î, ÀÚ±âÁ¶ÀýÇнÀ ¼öÇà·Â(¥â = .419)°ú ¼ºÃ뵿±â((¥â = .260)°¡ ¼ºÃëµµÀÇ À¯ÀǹÌÇÑ ¿¹Ãøº¯ÀÎÀ¸·Î ³ªÅ¸³µ´Ù. µÑ°, Âü¿©µ¿±â(¥â = .391), ¼ºÃ뵿±â(¥â =.227), ÀÚ±âÈ¿´É°¨(¥â = .149), ÀÚ±âÁ¶ÀýÇнÀ ¼öÇà·Â(¥â = .132)ÀÌ Á÷¹«¸ôÀÔ ¼öÁØÀÇ À¯ÀǹÌÇÑ ¿¹Ãøº¯ÀÎÀ¸·Î ³ªÅ¸³µ´Ù. ¼Â°, ¸¸Á·µµ¿Í ¼ºÃëµµ Áß ¸¸Á·µµ(¥â = .377)¸¸ÀÌ À¯ÀǼöÁØ .001¿¡¼ Á÷¹«¸ôÀÔ ¼öÁØÀÇ À¯ÀǹÌÇÑ ¿¹Ãøº¯ÀÎÀ¸·Î ³ªÅ¸³µ´Ù. ³Ý°, Á÷¹«È¯°æ¿¡ ´ëÇÑ ÀνÄÀ» ¸Å°³·Î ÇÏ¿© Á÷¹«¸ôÀÔ ¼öÁØ¿¡ ´ëÇÑ °¢ º¯ÀεéÀÇ ¿¹ÃøÀ» È®ÀÎÇÑ °á°ú, À¯ÀǼöÁØ .001¿¡¼ ¼ºÃ뵿±â¿Í Á÷¹«¸ôÀÔ, Âü¿©µ¿±â¿Í Á÷¹«¸ôÀÔ, ÀÚ±âÈ¿´É°¨°ú Á÷¹«¸ôÀÔ, ÀÚ±âÁ¶ÀýÇнÀ ¼öÇà·Â°ú Á÷¹«¸ôÀÔ, ¼ºÃëµµ¿Í Á÷¹«¸ôÀÔ, ¸¸Á·µµ¿Í Á÷¹«¸ôÀÔÀÇ °ü°è¿¡¼ Á÷¹«È¯°æ¿¡ ´ëÇÑ ÀνÄÀÌ ºÎºÐ¸Å°³¸¦ ÇÏ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù.
This study was conducted to e
xamine online job training for civil servants and comprehensivelyanalyze the extent to which achievement motivation, participation motivation, self-efficacy, andself-regulated learning capability predict satisfaction, achievement, and level of job involvement as well as the extent to which satisfaction and achievement predict level of job involvement. The results of study are as follows: First, self-regulated learning capability and participation motivation explained 37.5% of differences in satisfaction with a significance level of .001. And, self-regulated learning capability and achievement motivationexplained 23.1% of differences in achievement. Second, participation motivation, achievement motivation, self-efficacy and self-regulated learning capability explained 52.7% of differences in level of job involvement with a significance level of .001. Third, only satisfaction predicted level of job involvement by explaining 13.9% of differences in level of job involvement with a significance level of .001. Fourth, as a result of analyzing predictions of independent variables of level of job involvement through perceptions of work environment, it was explained that with a significance level of .001, perception of work environment partially mediated between achievement motivation and level of job involvement, participation motivation and level of job involvement, self-efficacy and level of job involvement, self-regulated learning capability and level of job involvement. achievement and level of job involvement, satisfaction and level of job involvement.Key words : Achievement motivation, Participation motivation, Self-efficacy, Self-regulated learning capability, Job involvement, Perceptions of work environment (ÀÌÇÏ »ý·«)
Âü°í¹®Çå
¾øÀ½
¹ÞÀº º°Á¡
0/5
0°³ÀÇ º°Á¡
¹®¼°øÀ¯ ÀڷḦ µî·ÏÇØ ÁÖ¼¼¿ä.
¹®¼°øÀ¯ Æ÷ÀÎÆ®¿Í Çö±ÝÀ» µå¸³´Ï´Ù.
Æ÷ÀÎÆ® : ÀÚ·á 1°Ç´ç ÃÖ´ë 5,000P Áö±Þ
Çö±Ý : ÀÚ·á 1°Ç´ç ÃÖ´ë 2,000¿ø Áö±Þ
ÀúÀÛ±Ç Á¤º¸
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ Áø½Ç¼º¿¡ ´ëÇÏ¿© ¾ÅÅ©Á¸Àº º¸ÁõÇÏÁö ¾Æ´ÏÇϸç, ÇØ´ç Á¤º¸ ¹× °Ô½Ã¹° ÀúÀ۱ǰú ±âŸ ¹ýÀû Ã¥ÀÓÀº ÀÚ·á µî·ÏÀÚ¿¡°Ô ÀÖ½À´Ï´Ù.
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ ºÒ¹ýÀû ÀÌ¿ë, ¹«´Ü ÀüÀ硤¹èÆ÷´Â ±ÝÁöµÇ¾î ÀÖ½À´Ï´Ù.
ÀúÀÛ±ÇħÇØ, ¸í¿¹ÈÑ¼Õ µî ºÐÀï¿ä¼Ò ¹ß°ß½Ã °í°´¼¾ÅÍÀÇ ÀúÀÛ±Ç Ä§ÇØ½Å°í¸¦ ÀÌ¿ëÇØ Áֽñ⠹ٶø´Ï´Ù.
ºê·£µå Á¤º¸
°í±Þ ³í¹®À» Á¦°øÇÏ´Â ÇÐÁö»ç ´º³í¹®Àº Àü¹® Çо÷ ºÐ¾ß¿¡ ÃÖ°íÀÇ ÀڷḦ º¸ÀåÇϸç
°¢Á¾ ¿¬±¸ »ç·Ê¿Í ¹Ì·¡ ºÐ¼® µîÀÇ ÀڷḦ ÅëÇØ Àι®ÇÐ, »çȸ ÀÚ¿¬°úÇÐ ºÐ¾ßÀÇ ±íÀÌ Àִ Ž»öÀ» ÇÒ ¼ö ÀÖ°Ô µµ¿Íµå¸®°Ú½À´Ï´Ù.
ÆǸÅÀÚ·á ¼ö : 32,704°Ç