대학생의 학습동기, 인지전략 및 학업성취 간의 구조적 관계 분석 = An analysis of the structural relationships among undergraduate students’ learning motivations, cognitive strategies, and academic achievements

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the relationships among undergraduate students’ learning motivations, cognitive strategies, and academic achievement. For this study, the Motivated Strategies for Learning Questionnaire(MSLQ) was conducted with 338 participants from A University to measure the level of motivation and cognitive strategies. As a result, first, structural equation models, which indicate learning motivations influence on academic achievement, were fit for the purpose. Second, direct effects of learning motivations on academic achievement were not statistically significant. Third, learning motivations had an indirect impact on academic achievement by mediating cognitive strategies. Overall, even with no direct effect of learning motivation on academic achievement, students who had high levels of learning motivation used more cognitive strategies. Also, the more cognitive strategies students used the higher were their levels of academic achievement.

목차 (Table of Contents)

• Abstract
• Ⅰ. 서론
• 1. 연구의 목적 및 필요성
• 2. 연구문제
• Ⅱ. 이론적 배경
• 1. 동기
• 2. 인지전략
• 3. 동기가 학업성취에 미치는 직접적 영향
• 4. 동기가 인지전략을 통해 학업성취에 미치는 간접적 영향
• Ⅲ. 연구방법
• 1. 연구대상
• 2. 연구도구
• 3. 자료분석
• Ⅳ. 연구결과
• 1. 상관관계 분석
• 2. 측정모형 분석
• 3. 구조모형 분석
• Ⅴ. 논의 및 결론
• References

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