A purpose of this study is to identify a relationship between the self-directed learning and school life adaptation and what differences the self-directed learning of high school students and school life adaptation have in gender and grade. The questi...
A purpose of this study is to identify a relationship between the self-directed learning and school life adaptation and what differences the self-directed learning of high school students and school life adaptation have in gender and grade. The questions to achieve these purposes in this study are as follows.
First, do the self-directed learning and school life adaptation have the difference in gender and grade?
Second, what relationships do the self-directed learning and school life adaptation have ?
Third, what relationships does the learning motivation factors in the self-directed learning ability have with school life adaptation?
Fourth, what relationships does the cognitive factors in the self-directed learning ability have with school life adaptation?
Fifth, what relationships does the behavior factors in the self-directed learning ability have with school life adaptation?
For the subjects for this study, 228 male and female students at G high school in Gwangjin-Gu were randomly selected. For a tool for collecting the data, used "Self-Directed Leanring Scale" developed by Zimmerman and Martinez-Pons in 1986 and reconstituted by Im, Seok Bin in 2002, "Learning Motive Scale" developed by Kim, Hui Young in 1996, and "School Life Adaptation Scale" developed by Kim, Young Rase in 1993.
To examine significance of average difference by gender and grade in the self-directed learning and school life adaptation using SPSS WIN 16.0 program, t-test and F-test were conducted. To identify a relationship among each of variables about the self-directed learning and school life adaptation, correlation analysis was conducted. To identify an impact of motive, cognition and behavior factors of the self-directed learning on each variables of school life adaptation, multiple regression analysis was conducted.
The results of this study are as follows.
First, the self-directed learning ability by gender and grade statistically did not show the meaningful response difference.(p>.05).
Second, the school life adaptation by gender and grade statistically did not show the meaningful response difference.(p>.05).
Third, learning motive, cognition and behavior factors in the self-directed learning and the entire school life adaptation showed the positive correlation. Namely, it is found that if the self-directed learning ability gets higher, the level of school life adaptation gets higher.
Fourth, according to the results from conducting multiple regression analysis of the effect which sub-factors of a self-directed learning, such as cognitive factors, behavior factors and motive factors, had on the whole school life adjustment, the effect of the three sub-factors(cognitive, behavior, learning motive) in the self-directed learning was meaningful and its explanatory effect was about 49.5%.
But considering independent variables, 'environment constructing'(t=3.498,p<.01) in behavior factors had a positively meaningful effect, but 'organization and variation'(t=-.2.035, p<.05) in cognitive factors had a negatively meaningful one, and there was no statistically meaningful relationship in other factors. In case of looking at the each subordinate factors of the school life adjustment, it could be found that the things that affect on the subordinate ones were different by the each features, but generally behavior factors and motive factors had an positively meaningful influence on the school life adjustment.