피드백 유형과 과제지속의 관계에 대한 피드백 수용성의 조절효과 = Relationship between Feedback Types and task persistance: Moderating Effects of Feedback Acceptance

국문 초록 (Abstract)

본 연구의 목적은 피드백 유형과 과제지속의 관계에 대한 피드백 수용성의 조절효과를 확인하 고 이를 통해 학습에 유용한 피드백 유형을 확인하는 것이다. 이를 위해 초등학교 4,5학년생을 대 상으로 사전-사후 통제집단 설계에 의한 실험을 4주간 수행하였다. 실험집단은 세 집단으로 구성 하여 세 가지 유형의 피드백(규준참조피드백, 자기참조피드백, 정보피드백) 조건에 각각 할당하였 다. 그리고 측정시기에 따른 과제지속을 종속변인으로 가정하여 피드백의 효과를 확인하였다. 분 석결과 피드백 수용성을 고려하지 않은 조건에서는 세 가지 피드백 유형 모두가 과제지속에 긍정 적 영향을 미치는 것으로 확인되었다. 반면 피드백 수용성의 조절효과를 고려할 경우 피드백 수 용성 상위 집단에서는 세 가지 피드백 유형 모두가 하위 집단에서는 정보피드백만이 과제지속에 긍정적 영향을 미치는 것으로 나타났다. 그리고 피드백을 제시하지 않은 통제집단에서는 어떤 경 우에도 유의미한 변화가 확인되지 않았다.

다국어 초록 (Multilingual Abstract)

the purpose of this study was to investigate the effects of feedback acceptance on task persistance by three types of feedbacks. Three 5th grade and 5th classes were chosen to be assigned as experimental goroup 1, group 2, group 3 and control group, repectively. In experimental group 1, teacher provided normative feedback with students compaired by the levels of other students. Experimental group 2, student were received self-reference feedback which gives experiences of successful achievement about similar task. Experimental group 3, students were received informative feedback that contains solutions of given task. No feedback was offered to students in the control group. Feedback acceptance were examined at the end of experiment by using self-reported questionnaires. Task persistance was assessed by using of the workbook developed by experimenter. The result of this experiment reveals that high level group of feedback acceptance has positive effects of task persistance for all type of feedback but low level group only for informative feedback. This study presents two implications on how to choose feedback type for teaching. In the viewpoint of generality, informative feedback is more effictive feedback type for student`s task performance than other types of feedback. and the higher feedback acceptance of students the longer persistance of task.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 피드백 수용성
• 2. 피드백 유형
• Ⅲ. 연구방법
• 1. 실험대상
• 2. 연구설계 및 절차
• 3. 연구도구
• 4. 분석방법
• Ⅳ. 연구결과
• 1. 피드백 유형에 따른 과제지속의 차이
• 2. 피드백 수용성의 조절효과
• Ⅴ. 논의

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