자기결정성 동기의 종단적 변화와 안정성: 특성-상태-상황 모형의 적용

초록

Although many studies have examined the longitudinal changes in self-determined motivation, it is not yet clear how stable or variable each regulation type is over time. Based on the assumption that self-determined motivation consists of both trait and state components, this study examined the ratio of occasion (situation-dependent) and trait (stable individual characteristics) influences within the state of self-determined motivation across the elementary and middle school years, applying the trait-state-occasion model. Using data from the 3rd (6th grade) to the 9th wave (12th grade) of the Gyeonggi Education Longitudinal Study, the results showed that all regulation types of self-determined motivation were composed of both traits and states, and the influence of situation was greater than that of traits across all regulation types. The proportion of occasion-related variance was compared with that of trait factors in the variance of the measurements for each regulation type. The proportion of occasion-related variance was highest in the following order: amotivation, external regulation, identified regulation, introjected regulation, and intrinsic motivation. That is, intrinsic motivation is the most stable, while amotivation is the most susceptible to change depending on the environment an individual encounters. To promote highly autonomous motivation, it is suggested that educational interventions consider both the stability and variability of each regulation type of self-determined motivation. Educational Implication : Of all the regulation types, intrinsic motivation is the most stable, and amotivation is the most changeable, confirming that regulation types with higher self-determination are more stable and less affected by situational factors. The high changeability of amotivation implies that, given the right educational environment, even highly amotivated students can develop into individuals with highly autonomous motivation. Given the stability and variability of each type of motivation, it is suggested that educational interventions aimed at enhancing self-determined motivation focus particularly on amotivation and controlled motivation.

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