초등학생의 자기조절학습·실패 내성 정도가 학업성취에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to know influence of academic achievement on degree of elementary school students' self-regulated learning·failure tolerance. The subjects were sampled in 6 grade elementary school. 284 students answered the question about self-regulated learning and failure tolerance. And academic achievement of this study was mathematics score in March. Based on the level of self-regulated Learning test, failure tolerance test score, high level 25% subjects and low 25% were selected in separately. To test the hypotheses of this study were applied to t-test and multiple regression analysis.
Main findings of this study were as follows:
1. There was a significant difference between high level and low level of self-regulated learning and academic achievement.
2. There was a significant difference between high level and low level of failure tolerance and academic achievement.
3. Self-regulated learning and failure tolerance influenced academic achievement. And failure tolerance influenced more than self-regulated learning.
It was suggested that self-regulated learning and failure tolerance should be applied to teach a student effectively.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구 목적과 필요성 = 1
• 2. 연구 가설 = 3
• 3. 용어의 정리 = 3
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 자기조절학습 = 5
• 1) 자기조절학습의 개념 = 5
• 2) 자기조절학습의 사회인지적 견해 = 8
• 3) 자기조절학습이 전략 = 9
• 2. 실패내성 = 12
• 3. 자기조절학습, 실패내성과 학업성취도 = 14
• Ⅲ. 연구 방법 = 17
• 1. 연구 대상 = 17
• 2. 조사 도구 = 17
• 1) 자기조절학습 검사 = 17
• 2) 실패내성 척도 검사 = 18
• 3) 수학교과 학업성취도 검사 = 18
• 3. 연구 절차 및 자료 분석 = 19
• Ⅳ. 연구 결과 = 20
• 1. 자기조절학습이 수학교과 학업성취도에 미치는 영향 = 20
• 2. 실패내성이 수학교과 학업성취도에 미치는 영향 = 21
• 3. 자기조절학습과 실패내성이 수학교과 학업성취도에 미치는 영향 = 22
• Ⅴ. 논의 = 23
• Ⅵ. 결론 및 제언 = 26
• 1. 결론 = 26
• 2. 제언 = 27
• 참고문헌 = 28
• Abstract = 33