한국인 성인영어학습자의 동기요인으로서 성격특성, 실패내성, 학습필요성이 학업성취도에 미치는 영향

Abstract

The purpose of this study is to examine the relationship between learning motivation and learning outcomes with respect to emotion-relevant motivational factors including personality, failure tolerance and learning needs. To this end, 934 university students participated in a survey and submitted their scores to identify the level of academic achievement. Three motivational inventories validated for English learning (CAPS, TAB, DECC) were used to collect research data in terms of individual personality factor, failure tolerance factor and learning needs factor respectively. In conclusion, conscientiousness for English learning among personality sub-factors and daily life learning needs for English among learning needs sub-factors turned out to display a positive effect on the academic achievement. Out of 3 sub-factors of failure tolerance, the affect factor was not related to the academic achievement. Among three motivation factors, statistically meaningful correlations were found and learning needs showed high r-value with failure tolerance.