성찰적 글쓰기 활동이 여대생의 self-authorship 발달에 미치는 영향

• 발행기관: 한국교양교육학회
• 저자명: 이숙정 신정혜
• 간행물 정보: 『한국교양교육학회 학술대회 자료집』2014년 추계국제학술대회 발표집, 353~370쪽, 전체 18쪽
• 주제분류: 복합학 > 학제간연구
• 파일형태: PDF
• 발행일자: 2014.11.30

영문 초록

While the literature on self-authorship has illuminated how pedagogical efforts can facilitate college students’ self-authorship (e.g., Baxter Magolda, 2001, 2003, 2004), we hardly know about how this developmental concept can be promoted in Korean context. The concept of self-authorship is articulated as the foundation of many modern life demands that adults should successfully achieve. For college students, self-authorship is related to their internal capability that meets specific challenges they may encounter in their present college lives and future career. Our study focuses on 235 college students who participated in a reflective writing program implemented in a large women’s university in Seoul. This study explores how the reflective writing program affected college students’ self-authorship development during a semester and what factors make a difference throughout the whole processes. Semi-structured interviews were conducted in order to explore participants’ reflective writing experiences. Participants’ reflective writing products were analyzed in order to examine the quality of critical reflection that participants involved in the writing process. Self-authorship survey was conducted before and after the reflective writing program. Findings indicate that the reflective writing program stimulated participants’ critical reflection that is conducive to their self-authorship development. In addition, influential factors that may facilitate or hider critical reflection have been illuminated. The implication of the study lies in the potential to guide the design, implementation, and evaluation of similar liberal education programs that aim to facilitate college students’ self-authorship development. The current study is expected to stimulate further research on self-authorship development across different settings that include both genders, different age groups, and a variety of majors found in higher education.

목차

Ⅰ. 서론

Ⅱ. 선행연구 고찰

Ⅲ. 연구방법

Ⅳ. 연구결과

Ⅴ. 결론 및 제언

참고문헌

Abstract

키워드

reflective writing critical reflection self-authorship meaning-making general education college students