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dc.contributor.author신태섭-
dc.date.accessioned2016-08-24T01:45:50Z-
dc.date.available2016-08-24T01:45:50Z-
dc.date.issued2015-03-
dc.identifier.citation교육심리연구, v. 29, NO 1, Page. 41-64en_US
dc.identifier.issn1225-4290-
dc.identifier.urihttp://kiss.kstudy.com/journal/thesis_name.asp?tname=kiss2002&key=3312688-
dc.identifier.urihttp://hdl.handle.net/20.500.11754/22724-
dc.description.abstract본 연구의 목적은 대학 수업에서 조별과제를 경험한 학생을 대상으로 조별과제에서 나타나는 집단 효능감 경험의 특성을 파악하고 집단효능감에 영향을 주는 요인을 Bandura의 사회인지이론에 근거하여 탐색하는 데 있다. 이를 위해 조별과제를 경험한 대학생 10명을 대상으로 면담을 통한 질적 연구를 수행하였다. 본 연구에서는 먼저 조별과제 시 집단효능감이 높았을 때의 경험과 집단효능감이 낮았을 때 경험의 특성에 대하여 살펴본 후 조별과제 집단효능감의 원천에 대해 탐색하였다. 연구결과, 조별과제에서 지각된 높은 집단효능감과 낮은 집단효능감 간의 차이가 나타나는 원인은 개인 책무성과 구성원 간의 상호작용에서 찾을 수 있었다. 또한 높은 집단효능감의 원천으로는 Bandura가 제시한 효능감의 원천 4가지인 과거의 성공경험, 대리경험, 언어적 설득, 생리적 각성에 대한 요인이 모두 확인되는 것으로 나타났다. 4가지 원천 이외에 높은 집단효능감의 원천으로 자기효능감이 탐색되었다. 한편, 낮은 집단효능감의 원천으로는 Bandura의 효능감 원천 4가지 중 과거의 경험, 언어적 설득, 생리적 각성이 확인되었으며, 대리경험과 그 밖의 기타 요인은 보고되지 않았다. 본 연구는 집단효능 감의 원천에 대해 살펴봄으로써 조별과제에 어려움을 겪는 대학생들을 위한 교육 프로그램 개발 등 에 도움을 줄 수 있을 것으로 기대된다. The purpose of this study was to investigate the characteristics of collective-efficacy in team projects among college students and to examine the factors that affect collective-efficacy based on Bandura``s social cognitive theory. For this study, 10 college students participated in face-to-face interviews. In research question 1, students`` team project experiences were examined for two conditions; when collective-efficacy was high and when collective-efficacy was low. It was found that individual accountability and the differences in interaction among team members were the source of differences in collective-efficacy level in team projects. For groups with high levels of collective-efficacy, members worked on assigned tasks sincerely with responsibility and exhibited fluid communication with one another while acknowledging and respecting each other``s strengths. By contrast, those with low levels of collective-efficacy lacked sincerity with the assigned tasks as well as problems in communication. Moreover, some of the characteristics that were only reported from the groups with high levels of collective-efficacy include holding trust and faith for other team members and transforming negative situation into positive one that could arise while working on a team project. In research question 2, the sources of the high/low collective-efficacy that appear in team projects were examined. All four sources of efficacy that were proposed by Bandura himself were confirmed as the sources of high collective-efficacy. As for the sources of the low collective-efficacy, only the previous experiences, verbal persuasion, and physiological arousal were reported. This study provides practical understanding of the process of team projects while exploring the sources of collective-efficacy.en_US
dc.language.isoko_KRen_US
dc.publisher한국교육심리학회en_US
dc.subject집단효능감en_US
dc.subject조별과제en_US
dc.subject사회인지이론en_US
dc.subject효능감 원천en_US
dc.subject협동학습en_US
dc.subjectCollective-efficacyen_US
dc.subjectTeam projecten_US
dc.subjectSocial cognitive theoryen_US
dc.subjectsources of efficacyen_US
dc.subjectCooperative learningen_US
dc.title대학 수업 조별과제의 집단효능감 경험에 대한 질적 연구: Bandura의 사회인지이론을 중심으로en_US
dc.title.alternativeA qualitative study on the sources of collective efficacy in team projects: Based on Bandura`s social cognitive theoryen_US
dc.typeArticleen_US
dc.relation.no1-
dc.relation.volume29-
dc.identifier.doi10.17286/KJEP.2015.29.1.03-
dc.relation.page41-64-
dc.relation.journal교육심리연구-
dc.contributor.googleauthor문지윤-
dc.contributor.googleauthorMoon, Gi Yoon-
dc.contributor.googleauthor신태섭-
dc.contributor.googleauthorShin, Tae Seob-
dc.relation.code2015040297-
dc.sector.campusS-
dc.sector.daehakOFFICE OF ACADEMIC AFFAIRS[S]-
dc.sector.departmentCENTER FOR SMART TEACHING & LEARNING-
dc.identifier.pidshinster-
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