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The purpose of this study is to analyze the potential reading motivation characteristics of Korean middle school students in multilateral ways by using the possession probabilities of reading motivation attributes, whether to possess reading motivation attributes and reading motivation profiles derived from Diagnostic Classification Models(Under DCMs). The main findings are as follows. First, five reading motivation attributes were selected and 35 items were developed through literature research, validation of the content expert group (2 times), and pre-examination. The developed items were used in this test conducted on 677 middle school students in the first to third grades. Item reliability evaluation was conducted based on the responses of 662 people who were the final analysis targets. As a result, 4 reading motivation attributes and 29 items were finally selected excluding ‘digital media’. The Cronbach's α coefficient for these items was 0.954, showing a very high level of reliability. After that, the final Q-matrix was determined through the Q-matrix validation process using the PVAF method (EPS=0.85), content expert opinion, positive response probability by q-vector, and mesa plot. The final Q-matrix met absolute fit indices and showed excellent relative model fit. Second, middle school students in korea possess overall reading motivation attributes on average. Specifically 'social reason for reading' and 'extrinsic purpose of reading' are possessed, while 'intrinsic purpose of reading' and 'reader's beliefs' are not possessed. In addition, the average of the probability of possession attributes and the number of people possessing attributes decreased in the order of 'social reasons for reading', 'extrinsic purpose of reading', 'reader's beliefs, and 'intrinsic purpose of reading'. Also, 16 reading motivation profiles were derived through the DCM. Through this, it was confirmed that middle school students in Korea have various and extreme characteristics of reading motivation. This suggests that there is a need for educational interventions to improve reading motivation designed to the characteristics of individual students.

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기사명 저자명 페이지 원문 목차
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메이커 교육 기반의 STEM 프로그램이 중학생의 학습 동기 및 STEM 태도에 미치는 영향 = The effects of maker education-based STEM program on learning motivation and STEM attitudes of middle school students 홍대화, 이효녕, 이현동, 전재돈 p. 19-36

가상조작물 기반의 순차적 교수가 발달장애학생의 분수 덧셈 학습에 미치는 효과 = Examining the effectiveness of virtual manipulatives based instructional sequence to support adding fractions to students with developmental disabilities 박지윤 p. 37-49

2015 개정 과학과 교육과정의 생명과학Ⅰ에 제시된 탐구 활동의 적합성 = Appropriateness of inquiry activities presented in Life Science Ⅰ of the 2015 revised science curriculum 김용춘, 임수민 p. 51-71

진단분류모형을 활용한 중학생의 읽기 동기 프로파일 연구 = A study on reading motivation profiles of middle school students using diagnostic classification models 사민선, 최숙기 p. 73-94

융합교육(STEAM) 운영 현황 실태 조사 및 미래형 융합교육(STEAM)에 대한 인식 조사 = Survey of current status of STEAM education and perception on future STEAM education 김현경, 김선경 p. 95-116

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참고문헌 (37건) : 자료제공( 네이버학술정보 )

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번호 참고문헌 국회도서관 소장유무
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