자기조정학습의 교육적 의미에 관한 연구 = A Study on the Educational Implication of Self-Regulated Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the implications of self-regulated learning. In general, students can be described as self-regulated to the degree that they are meta-cognitively, motivationally, and behaviorally active participants in their own learning process. such students personally initiate and direct their own efforts to acquire knowledge and skill rather than relying on teachers, parents, or other agents of instruction. The definition that self-regulated students' learning must involve the use of specified learning strategies to achieve academic goals on the basis of self-efficacy perceptions assumes the importance of three elements: students' self-regulated learning strategies, self-efficacy perceptions of performance skill, and committment to academic goals. Self-regulated learning strategies are actions and process directed at acquiring information or skill that involve agency, purpose, and instrumentality perceptions by learners. They include such methods as organizing and transforming information, self-consequating, seeking information, and rehearsing or using memory aids. Self-efficacy refers to perceptions about one's capabilities to organize and impliment actions necessary to attain designated performance of skill for specific tasks. Academic goals such as grades, social esteem, or post-graduation employment opportunities can vary extensively in nature and in time of attainment.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 자기조정학습의 이론적 배경
• 1. 자기조정학습의 개념
• 2. 자기조정학습의 구성요소
• 1) 인지적 측면
• 2) 동기적 측면
• 3) 행동적 측면
• Ⅲ. 자기조정학습의 경험적 적용가능성
• 1. 자기조정학습과 학업성취간의 관계
• 2. 웹 기반 교육과 자기조정학습 환경 설계
• Ⅳ. 자기조정학습의 교육적 함의
• Ⅴ. 결론
• 참고문헌
• ABSTRACT