學習者 變因의 相互關係 探索 = An Examination on The Interrelationship of Learners' Variables

다국어 초록 (Multilingual Abstract)

The purpose of this research was to examine the interrelations among learner-related variables(IQ, academic self-concept : Asc, school-related adjustment : Sad and academic achievement : Aa) (LRV), the mutual differences by levels of LRV and the effect of LRV on each variables. This research were investigated through the following problems.
1) What significant interrelation coefficients are there among learner-related variables(LRV : IQ, Asc, Sad, Aa)?
2) What significant differences are there between high and low level of LRV respectively and each learner's variables?
3) What the combined and relative effects are there LRV and LRV's subfactors on each variables?
The subjects for this research were 627(M : 333, F : 294) and selected randomly from secondary school(Middle : 293, High : 334) in Seoul area. And instruments used for this research were 'Self-concept scale'(Kim, Y. R., & Koo, S. S., 1989), 'School-related adjustment scale'(Kim, Y. R., & Koo, S. S., 1991), 'Teacher-made test' and various kinds of 'Standardization intelligence test'. The collected data were processed simple correlation, differences and regression analysis through SPSS program.
The major findings of this research were as follows :
1) The correlation coefficients between learner-related variables(IQ, Asc, Sad and Aa) and one variable among learner-related variables(LRV) were statistically significant positives as the range of .1885(IQ and Sad)~.6699(Asc and Sad)(p<.01) respectively, and especially the correlation Asc and Sad was the highest(r=.6699, p<.01).
And the correlations IQ and Asc's sub-factors were statistically significant positive coefficients respectively as range of. 1842(Sgs)~.3489(Aas)(p<.01), and also correlation coefficient with Sad were .4156(Acs)~.7280(Sgs)(p<.01), with Aa were .2711(Sgs)~.5096(Acs)(p<.01).
Besides, the correlations between Sad's sub-factors and IQ were as range of .1406(Sen)~.2072(Sin)(p<.01), and correlations with Aa were .1368(Sen)~.3138(Sin)(p<.01), With Asc were as range of .4082(Sfr)~.6388(Sin)(p<.01).
2) There was a significant difference in Asc and Sad's sub-factors(adjustment toward school life : Sli, adjustment toward school environment : Sen, adjustment toward school teacher : Ste, adjustment toward school instruction : Sin, adjustment toward school friend : Sfr) by sex and level of school. And male students were higher than female students in Aas, Ins, Acs and Sms among achievement self-concept : Acs, academic ability self-concept : Aas and subject-matter self-concept : Sms) and well adjusted than female students in Sen and Ste among Sad's sub-factors.
And middle school students were higher than high school students in Sgs, Ins, Acs and Sms among Asc's sub-factors and well adjusted than high school students in Sli, Sen and Ste among Sad's sub-factors. On the other hand, the well adjusted learner was high in IQ, Aa and Aas, Sms, Ins and Sgs among Asc's sub-factors, and learner who got higher level Aa was high in Asc and well adjusted toward Sli, Sen, Sfr and Ste among Sad's sub-factors than others(p<.01).
The R^2(combined effect) of LRV(Sad, Aa and IQ) on Asc was 55.35%, and there were significantly relative effects of LRV on Asc respectively(Sad : 44.88%, Aa : 10.47, p<.01). And there were significantly relative effects of Sad's sub-factors on Asc respectively(Sin : 40.81%, Ste : 8.30% and Sli : 1.09%), the combined effect(R^2) of these sub-factors on Asc was 50.20%.
There were significantly relative effects of LRV on Sad respectively(Asc : 44.88%, Aa : 0.8%), and the combined effect if these variables on Sad was 45.76%. There were significantly relative effects of Asc's sub-factors on Sad respectively(Sgs : 53.00%, Ins : 6.99%, Sns : 0.66%), and the combined effect(R^2) of these variables on Sad was 60.65%.
Finally, the R^2 of LRV(IQ, Sad, Asc) on Aa was 44.92%, and the relative effects were 37.02%(IQ), 7.30%(Asc) and 0.60%(Sad). And there were significantly relative effects of Acs(25.97%) and Sms(2.79%) among Asc's sub-factors, and only Sin(9.85%) among Sad's sub-factors on Aa.

목차 (Table of Contents)

• Ⅰ. 序 論
• A. 問題의 提起
• B. 硏究의 目的
• C. 硏究의 範圍와 限界
• Ⅱ. 變因 相互關係 背景
• A. 知能과 關聯變因
• B. 學問自我槪念과 學業成績
• C. 學校適應과 學問自我槪念
• D. 學校適應과 學業成績
• Ⅲ. 硏究方法
• Ⅳ. 變因別 關係分析 및 論議
• A. 變因間의 相關
• B. 關聯變因의 差異
• C. 變因 相互間의 影響力
• Ⅴ. 要約 및 結論
• A. 要 約
• B. 結 論
• 附 錄