ScholarWorks@숙명여자대학교

초록

This study aims to transform abstract theory into testable theory through deep and systematic analysis. For analysis, we established the model, explaining the relationship between home Challenge-support and personality(Big 5) which influence adolescence learners’ learning flow, in the base of theoretical and empirical framework and conduct SEM to identify the causal relationship of suggested variables more clearly. I analyzed using SEM to identify the dynamic and direct and indirect relation of initial model which is established the relationship of all variables. The results, First, there’s significant difference in learning flow in challenge and support from home in psychological environment at home. Also in Big five, there’s significant difference in learning flow in extraversion, agreeableness, conscientiousness, neuroticism and openness. Second, it was confirmed that home Challenge-support is major variable which affect to personality. And extraversion, conscientiousness, openness are also major variable to make learners’ learning flow. Also neuroticism negative affected on learning flow. Finally, it was confirmed that home Challenge-support has direct and indirect affect on learning flow progressively. This study has theoretical implication for providing the theoretical basis about the generation process of learning flow on the basis of structural relationship model between psychological environment factor, personal characteristic factor.

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