본 연구는 보건계열 대학생을 대상으로 학습동기조절전략의 유형을 분 류하고, 이러한 유형에 따른 대학생 성공 및 삶의 만족도의 차이를 분석 하고자 하였다. G시 소재 대학 보건계열 학과(간호학과, 응급구조학과, 치위생학과)에 재학 중인 대학생 250명을 대상으로 한국형 학습동기조절 전략 척도, 대학생 성공 척도, 삶의 만족도 척도를 사용하여 자료를 수집 하였다. 수집된 자료는 군집분석, 다변량분산분석, 일원분산분석 등을 통 해 분석되었다. 연구 결과, 학습동기조절전략에 따라 '소극적 조절집단 (25.6%)', '중간 조절집단(39.6%)', '적극적 조절집단(34.8%)'의 세 가지 유형으로 분류되었다. 적극적 조절집단은 모든 전략에서 높은 점수를 보 였으며, 특히 사회적 인정/외적 보상 추구, 부모(교사)기대에 대한 보답, 공부에 대한 의무 등의 자기조절 전략에서 두드러진 활용 수준을 보였 다. 이러한 학습동기조절전략의 유형에 따라 대학생 성공의 모든 하위요 인과 삶의 만족도에서 유의미한 차이가 나타났다. 이러한 결과는 보건계 열 대학생의 학습동기조절전략이 학업적 성취를 넘어 대학생활의 다양한 측면에서의 성공과 전반적인 삶의 만족도와 밀접한 관련이 있음을 시사 한다.

The purpose of this study is two-fold: (1) to find context-specific motivational factors in Korean college contexts within the framework of Gardner’s integrativeness and Dörnyei’s (2005, 2009) L2 Motivational Self System; (2) to examine how those motivational factors explain motivated behavior. For this purpose, motivation data by 787 students was analyzed. The factor analysis revealed eight factors in Korean context: promotional instrumentality, bad learning experience, ought-to L2 self, integrativeness, elusive ideal L2 self, ethnocentrism, intercultural avoidance, and international posture. The regression analysis showed that four motivational factors, bad learning experience, ought-to L2 self, elusive ideal L2 self, and promotional instrumentality, significantly explained the participants’ motivated behavior. The findings indicate that there existed context-specific motivational factors which could better explain success of L2 in Korean EFL college contexts. The theoretical and pedagogical implications were provided at the conclusion.

Due to the increase in international trade, mass transportation, and information technology, the role of English as a global language has changed, and conventional EFL/ESL motivation needs paradigmatic reconstruction. This study compares Dörnyei’s (2009) recent proposal of a second language (L2) motivat-ional self-system with Gardner’s (1985) socio-educational model by investigating 2,832 Korean students’ English learning motivation from Grades 3 through 12 in 14 different schools. The cross-grade survey results indicated that Korean EFL learners’ motivational intensity showed a curvilinear pattern, which means their motivation consistently decreased until Grade 9 but increased from Grades 10 to 12. A series of regression analyses showed that Dörnyei’s L2 motivational self-system was a better predictor than Gardner’s socio-educational model in terms of the explanatory power for students’ English proficiency; students’ ideal L2 and ought-to L2 selves explained better than integrativeness and two types of instrumentality (i.e., promotion- and prevention-based). This confirms the findings of recent literature conducted in different nations. Also, the study provides empirical evidence that the ought-to L2 self, which is an external, social form of L2 motivation, functions only at the cognitive level, whereas the ideal L2 self, a more internalized form, taps into both the cognitive and affective levels.