청소년의 자기조절학습: 현황과 교육적 함의 = Self-Regulated Learning of Adolescents: Its Current Status and Educational Implications

다국어 초록 (Multilingual Abstract)

The purpose of this study is to research psychological and social devices to foster self-regulated learning of Korean adolescents. This study investigated metacognitive, motivational, and behavioral factors of self-regulated learning through current research. In terms of metacognitive factors, we reviewed the importance of cognitive and metacognitive learning strategies of adolescents for better self-regulated learning. Especially we gave a great emphasis on the role of comprehension monitoring metacognitive strategy for the learning to read in this review. For motivational factors, recent research of self-regulated learning has tended to focus on self-efficacy and goal orientation. The current research examining behavioral factors of self-regulated learning has tended to focus on time management and academic procrastination. Research findings in the motivational aspect suggest that we need to develop the program to improve adolescents' self-efficacy and recognize new re-conceptualization of the goal theory. Research findings in the behavioral aspect recommend practical tips and strategies to improve time management skills and to overcome academic procrastination. Finally, future directions for research are discussed.

국문 초록 (Abstract)

본 논문의 목적은 한국 청소년들의 자기조절학습능력 향상을 위해 우리가 고려해야 할 심리적 측면과 사회·정책적 측면이 무엇인가를 살펴보는 것이다. 이를 위하여 자기조절학습의 최근 연구들의 초인지적, 동기적, 행동적 영역별 주요 관심사를 살펴보았다. 초인지적 영역에서는 청소년의 자기조절학습에서 인지전략과 초인지전략의 중요성을 논의하였다. 특히 읽기학습에서 자기조절기능으로 간주되는 이해점검 초인지전략의 연구동향을 고찰하였다. 동기영역의 연구결과들은 자기효능감과 목표지향성의 최근 연구 동향을, 행동영역의 연구결과들은 시간 관리와 지연행동의 최근 연구 동향을 제시하였다. 그 다음으로 이러한 연구동향이 청소년의 자기조절학습 향상에 주는 시사점을 고찰하였다. 동기영역에서는 청소년들의 자기효능감 향상을 위한 프로그램 개발의 필요성과 수행목표지향성에 대한 사회적 인식의 전환을 언급하였다. 행동영역에서는 청소년들의 시간관리 능력을 향상시키기 위해 학교상황에 적용할 수 있는 방안들을 제안하였다. 마지막으로 후속연구를 위한 제언을 제시하였다.

참고문헌 (Reference)

1 이희백, "효과적인 대학생활 적응을 위한 학습습관 훈련 프로그램" 영남대학교 학생생활 연구소 29 (29): 189-281, 1998

2 김의철, "한국청소년의 심리, 행동특성의 형성: 가정, 학교, 친구, 사회영향을 중심으로" 13 (13): 99-142, 1999

3 서은희, "학업적 지연행동 극복 프로그램 개발 및 효과 연구" 연세대학교 2006

4 김아영, "학업성취도에 대한 지능과 동기변인들의 상대적 예측력" 15 (15): 121-138, 2001

5 봉미미, "학습동기 관련 연구의 최근 동향" 31 (31): 179-195, 2000

6 김옥기, "초인지,인지전략과 수행간의 관계" 중앙대학교 대학원 1988

7 박승호, "초인지, 초동기, 의지통제와 자기조절학습과의 관계" 9 (9): 57-90, 1995

8 유미영, "초등학교 아동의 자기조절학습 전략과 목표지향성 및 자기효능감과의 관계" 한국교원대학교 1997

9 박승호, "중학생의 읽기이해 증진을 위한 초인지 중심의 교수-학습자료개발 및 중재프로그램의 효과 연구" 16 (16): 51-60, 2002

10 한순미, "중다목표관점에서의 성취목표와 자기조절 학습전략 사용간의 관계" 17 (17): 291-312, 2003

11 류영숙, "자아개념, 학습목표지향성, 귀인성향간의 관계분석 및 이들 변인이 학업성취에 미치는 영향" 대구 경성 가톨릭대학교 1995

12 김아영, "자기효능감과 학습동기" 16 (16): 1-38, 2004

13 배영주, "자기주도학습 구현을 위한 청소년 학습 사태의 정비" 13 (13): 79-105, 2006

14 양명희, "자기조절학습의 모형탐색과 타당화 연구" 서울대학교 대학원 2000

15 정미경, "자기조절학습과 학업성취의 관계에 관한 구조 모형 검증" 숙명여자대학교 1999

16 장희진, "자기조절 학습 기능 훈련이 초등학교 4학년 학생의 학습 기능 습득과 학업성취에 미치는 영향" 40 (40): 145-165, 2002

17 김홍원, "자기교시 훈련이 상위인지,귀인양식 및 과제성취도에 미치는 영향" 성균관대학교 대학원 1993

18 전성연, "의지조정 전략의 교수가 학업성취와 사회 자기효능감에 미치는 영향" 15 (15): 463-480, 2001

19 박승호, "여자 대학생들의 학업적 지연행동의 실태 및 원인분석" 43 (43): 115-134, 2005

20 김남옥, "여유있는 학교생활을 위한 효율적인 시간관리 기술훈련 프로그램" 안동대학 학생생활연구소 11 : 53-70, 1991

21 김정희, "습관적 지연극복을 위한 집단훈련의 효과 검증:대학생의 학업과 관련하여" 이화여자대학교 2001

22 김아영, "수학성취 수준별 집단의 성취도와 학습전략 사용 및 변화에 대한 자기조절학습 훈련 프로그램의 효과" 19 (19): 677-698, 2005

23 송인섭, "목표지향성,자기조절학습,학업성취와의 관계 연구" 14 (14): 29-64, 2000

24 김아영, "교사효능감 및 학생의 학업적 자기효능감이 학업성취도에 미치는 영향에 대한 다층분석" 17 (17): 25-43, 2003

25 "cognitive-developmenal inquiry. American Psychologist, 34(10), 906-911"

26 Lay,C.H., "Working to schedule on personal projects: An assessment of persom-object characteristics and trait procrastination" 5 : 91-104, 1990

27 Wentzel,K.R., "What is it that I'm trying to achieve Classroom goals from a content perspective" 25 : 105-115, 2000

28 Corno,L., "Volitional aspects of self- regulated learning. In : Self-regulated learning and academic achievement: Theoretical perspectives" Erlbaum 191-225, 2001

29 Wolters,C.A., "Understanding procrastination from a self-regulated learning perspective" 95 (95): 179-187, 2003

30 Macan,T.H., "Time-management training: Effects on time behaviors, attitudes, and job performance" 130 (130): 229-236, 1996

31 Pintrich,P.R., "The role of goal orientation in self-regulated learning. In : Handbook of self-regulation" Academic Press 451-502, 2000

32 Corno,L., "The role of cognitive engagement in classroom learning and motivation" 18 (18): 88-108, 1983

33 Boynton Health Service, "The health of University of Minnesota students:1998/ 1999 annual report" University of Minnesota 1999

34 Orpen,C., "The effect of time-management training on employee attitudes and behavior:A field experiment" 128 (128): 393-396, 1993

35 Bandura,A., "Social foundations of thought and action: A social cognitive theory" Prentice-Hall 1986

36 Zimmerman,B.J., "Self-regulatory dimensions of academic learning and motivation. In : Handbook of academic learning: Construction of knowledge" Acadmic Press 105-125, 1997

37 Weinstein, C. E., "Self-regulation interventions with a focus on learning strategies. In : Handbook of self-regulation" Academic Press 728-748, 2000

38 Zimmerman, B. J., "Self-regulatin academic study time: A strategic approach. In : Self-regulation of learning and performance: Issues and educational applications" Erlbaum 181-199, 1994

39 Boeraerts,M., "Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories" 30 (30): 195-200, 1995

40 Bandura,A., "Self-efficacy:The exercise of control" Freeman 1997

41 Montalvo,F.T., "Self-Regulated Learning: Current and Future Directions" 2 (2): 1-34, 2004

42 Vohs,D., "Self -regulation failure: a resource-depletion approach" 11 : 249-254, 2000

43 Herackiewicz, J. M., "Revision of achievement goal theory: Necessary and illuminating" 94 : 638-645, 2002

44 Ferrari, J. R., "Procrastination and task avoidance: Theory, research, and treatment" Plenum 1995

45 Pintrich,P.R., "Multiple goals, multiple pathways: The role of goal orientation in learning and achievement" 92 : 544-555, 2000

46 Valle, A., "Multiple goals, motivation, and academic learning" 73 : 71-87, 2003

47 Dweck,C.S., "Motivational processes affecting learning" 41 : 1040-1048, 1986

48 Pintrich,P.R., "Motivation and classroom learning. In : Handbook of psychology: Educational psychology" Wiley 103-122, 2003

49 Zimmerman,B.J., "Models of self-regulated learning and academic achievements. In : Self-regulated learning and academic achievement" Springer 1-25, 1989

50 Dweck,C.S., "Messages that motivate: How praise molds students' beliefs, motivation, and performance (in surprising ways). In : Improving academic achievement: Impact of psychological factors on education" Academic Press 37-60, 2002

51 Brown, A. L., "Learning, remembering and understanding In : Handbook of child psychology: Vol. 3 Cognitive Development" Wiley 88-166, 1983

52 Lakein, A., "How to get control of your time and your life" The New American Library 1973

53 Paris,S.G., "How metacognition can promote academic learning and instruction. In : Dimensions of thinking and cognitive instruction, Vol. 1" LawrenceErlbaum Associates 1995

54 Urdan, T., "Goals, goal structures, and avoidance behaivors. In : Goals, goal structure and pattern of adaptive learning" Erlbaum 55-83, 2002

55 Flavell,J.H., "Flavell, J. H. (1979). Metacognive and cognitive monitoring. A new area of"

56 Wigfield,A., "Expectancy-value theory of achievement motivation" 25 : 68-81, 2000

57 Ferrari,J.R., "Examining behavior processes in indecision: decisional procrastination and decision-making style" 34 : 127-137, 2000

58 Britton,B.K., "Effects of Time-Management Practices on College Grades" 83 (83): 405-410, 1991

59 Pintrich,P.R., "Educational psychology at the millennium: A look back and a look forward" 35 : 221-226, 2000

60 Zimmerman,B.J., "Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model. In : Self-regulated learning: From teaching to self-reflective practice" Guilford 1-19, 1998

61 Reynolds,W.M., "Current perspectives in educational psychology. In : Handbook of psychology: Educational psychology" Wiley 3-20, 2003

62 Schouwenburg, H. C., "Counseling the procrastinator in academic settings" American Psychological Association 2004

63 Nicholls,J.G., "Conceptions of ability and achievement motivation. In : Research on motivation and education: Student motivation" Academic Press 39-73, 1984

64 Macan, T. H., "College students' time management: correlations with academic performance and stress" 82 : 760-768, 1990

65 Lin, Y. G., "College student intrinsic and/or extrinsic motivation and learning" 13 : 251-258, 2003

66 Paris, S. G., "Becoming a strategic reader" 8 : 293-316, 1983

67 Zimmerman,B.J., "Becoming a self-regulated learner: An overview" 41 : 64-72, 2002

68 Zimmerman,B.J., "Attaining self-regulation: A social cognitive perspective. In : Handbook of self-regulation" Academic Press 451-502, 2000

69 McCown, W., "An experimental study of some hypothesized behaviors and personality variables of college student procrastination" 8 : 781-786, 1987

70 Barron,K.E., "Achievement goals and optimal motivation: A multiple goals approach. In : Intrinsic and extrinsic motivation" Academic Press 229-254, 2000

71 Kaplan, A., "Achievement goals and goal structures. In : Goals, goal structure and pattern of adaptive learning" Erlbaum 21-53, 2002

72 Urdan,T.C., "Achievement goal theory: Past results, future directions. In : Advances in motivation and achievement" JAI Press 99-141, 1997

73 Midgley,C., "Academic self-handicapping and achievement goals: A further examination" 26 : 61-75, 2001

74 Solomon,L.J., "Academic procrastination: frequency and cognitive-behavioral correlates" 31 (31): 503-509, 1984

75 Kachgal, M. M., "Academic procrastination prevention/ intervention: strategies and recommendations" 25 : 14-24, 2001

76 양명희, "2×2 성취목표지향성과 자기조절학습과의 관련성 검토" 20 (20): 745-764, 2006

77 박병기, "2×2 성취목표지향성 척도의 개발 및 타당화" 19 (19): 327-352, 2005