자기조정학습의 영역과 전략의 재구성 = Reconstruction of Domains and Strategies in Self-regulated Learning

다국어 초록 (Multilingual Abstract)

It was studied about meanings, domains and specific strategies of self-regulated learning. It was reviewed from theoretical appearance of volitional theory by Germany psychologist Ach at 20th century early, he had distinguished between motivation and volition, to recent many researches on self-regulated learning. Ach`s theory was followed by Kuhl, Snow and Corno, fortunately. Based on Ach and Kuhl, Snow and his colleagues classified human mind into cognition, conation, and affection(Sn0w et al, 1996), and this study was based on theoretical frameworks of their taxonomy on human mind, and behavioral and environmental factor added in this study. In addition, it was compared with concepts and strategies of Bandura, Kuhl, Pintrich & De Groot, Dembo & Eaton and Zimmerman on self-regulated learning. The results of this study were following: First, self-regulated learning strategies was reconstructed and illustrated comprehensively in classroom learning contexts depending on their domains, which consisted of metacognition, conation, affection, and environment in this study. Second, metacognitive domain consisted of self-evaluation, organizing & transforming, goal-setting & planning, keeping records & checking, rehearsal & memorizing, and reviewing tests/notes/textbook strategies(Zim-merman, 1988). Third, conative domain consisted of self-efficacy as motivation (Bandura, 1986), and initiative, persistence, disengagement strategies as volitional action(Kuhl, 1994), and social interaction strategies. Fourth, affective domain consisted of cognitive, behavioral, and social interaction strategies as emotion regulation. Finally, environmental domain consisted of help-seeking teacher/adults/peers, constructing physical environments, and seeking informations(Zimmerman, 1988).