대학생 집단의 학습기술·학습동기·학업적응도와 학업성취와의 관계 = The Relationships Among Study Skills, Learning Motivation, Academic Adjustments and Academic Achievements of College Students

다국어 초록 (Multilingual Abstract)

The study skills, learning motivation. academic adjustments are the significant factors that positively influence the learning process of school learners. In this study, the study skills were measured by 7sub-skills of self-managements, listening and participating in class, task-solving, effectively reading, report writing, information processing, and test-taking Learning motivation were composed of academic self-efficacy and academic failure tolerance And academic adjustments were composed of single scale with 20 items.
The purpose of this study were to examine relationships between these process variables and learning outcomes, to explore the relative importance and combined effects of these process variables(10 factors) to academic achievements, and to find the differences in the process variables by sex and academic achievements levels. For this study, 100 male students and 229 female students were purposively sampled in S University. Their GPA were also obtained from their instructors.
The major findings in this study were as followings.
First, the study skills, learning motivation, and academic adjustments were closely interrelated with the correlation of .53 - .72. The combined effects of study skills and learning motivation to academic-adjustments were 61 percent. Among the variance, the test-taking skill had 57 percent, and self-efficacy skill, task-solving skill, and effectively reading skill had 11 percent, 2 percent, and 1 percent respectively.
Second, lower achiever showed more negative behavior and attitudes than normal and higher achiever in 9 factors of the learning process variables. Among these factors. task-solving skill were found to be most important factor through regression analysis. This factor explained 15 percent of variance of academic achievements.
Third, the level that college students have utilized study skills in their school learning were 2.8 and the level of learning motivation were 2.5 on 4-point scale. The skill that the students used most frequently were task-solving(3.1 point). Female students showed more positive behavior than male students in the use of study skills. In learning
motivation, male showed more positive attitudes. But there were no significant differences by sex in academic adjustment.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 연구의 방법
• 1. 연구의 대상
• 2. 연구변인의 측정
• 3. 자료처리 방법
• Ⅲ. 연구의 결과
• 1. 학습기술 · 학습동기와 학업적응도와의 관계
• 2.stepwise method에 의해 추정된 것임.
• Ⅳ. 논의 및 결론