인식론적 신념, 성취목표지향성, 자기조절학습 및 학업성취간의 관계 = The Relationship among Epistemic Beliefs, Achievement Goal-Orientation, Self-Regulated Learning and Academic Achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the structural relationship among epistemic beliefs, achievement goal-orientation, self-regulated learning and academic achievement. The subjects of this study were 280 elementary school students sampled from elementary school in Taegu. The survey instruments used for the study were epistemic beliefs inventory, achievement goal-orientation test, academic self-regulation test and an academic achievement test. The statistical method employed for data analysis was structural equation modeling(SEM) analysis by AMOS 6.0 program. The findings of this study were as follows: First, a goodness of fit of the adjusted model was evaluated as higher than that of the original model. Second, a sophisticated epistemic beliefs did directly affect achievement goal-orientation, self-regulated learning, and academic achievement. An achievement goal-orientation did directly affect only self-regulated learning and a self-regulated learning did directly affect academic achievement. A sophisticated epistemic beliefs did indirectly affect academic achievement through achievement goal-orientation and self-regulated learning. Finally, it was discussed about future research directions of epistemic beliefs, achievement goal-orientation, self-regulated learning and academic achievement.

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