This study focuses on the relationship between self-determination motivation and stress on foreign, Korean language learners. It aims to study Korean language learners, their motivation and classify the stress factors which affect their motivations.
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This study focuses on the relationship between self-determination motivation and stress on foreign, Korean language learners. It aims to study Korean language learners, their motivation and classify the stress factors which affect their motivations.
In the first chapter, the purpose and necessity of the study are stated. Related research is also presented as context, and stress-motivation relationships found in previous studies are briefly introduced.
The second chapter presents the limitation of motivation dichotomy and then introduces the theoretical background of self-determination theory, where definitions of six types of motivations are described. In addition, the study presents a definition of stress and the stress factors that affect foreign students of Korean language.
In the third chapter, the research methodology is described. The study investigates through two methods: survey and interview. The information regarding each factor for each of the participants who took part in the survey and questionnaires, is presented.
In the fourth chapter, results of the statistical data analysis of the relationship between self-determination motivation and stress are tracked. First, the confidence?intervals for self-determination motivations increase from introjected regulation to intrinsic regulation. External regulation has the lowest figures, lower even than non-regulation among foreign students. The result shows that the majority foreign students learn Korean for their pleasure and are interested in learning Korean.
Second, if motivations are classified using length of study, schooling level, gender, language and religious background as factors; every graph shows a rising motivation curve. Even though they are detailed in the study, period of study and gender don?t change the pattern graph significantly. However if language and religious background are considered, the graphs exhibit significant differences. This can be interpreted to mean that the different types of motivation are influenced by personal environment and cultural background.
Lastly, the relationship between self-determination motivation and stress factors is analyzed. Generally, the motivation-stress relationships for non-regulation, external regulation and introjected regulation are negligible; but, the motivation types for identified, integrated and intrinsic regulation show a weak relationship with stress. However, when compared with the detailed factors, it becomes apparent that a meaningful relationship between self-determination and stress exists.
In the last chapter, the conclusions of this thesis are summarized and its limitations are stated. This study is significant for the three reasons. First, it tries to apprehend the psychology of foreign students who are learning Korean and contributes toward motivating further studies on Korean education. Second, until now, lots of researchers have analyzed data based on only a single culture or on speakers of a single language; in contrast, this study surveys and interviews a base of various cultural backgrounds and various languages. Finally, the results of this study can be used to support the argument that classified types of self-determination motivation between ?identified regulation? and ?integrated regulations? are different is correct. Therefore, this study is expected to help educators who teach Korean to foreign students and may also be used as a foundation for future studies.
，韩语论文，韩语论文 |
