自己決定性 및 父母의 學習支援 行動과 學習戰略 및 學業成就의 관계 = (The)relationships of self-determination, parental supports of learning, academic achievement and learning strategies

다국어 초록 (Multilingual Abstract)

One of the purposes of the study is to explore the relationships of self-determination, parental supports of learning, academic achievement and learning strategies. The other purpose is to investigate a structural equation model of the four variables, including self-determination, parental supports of learning, academic achievement, and learning strategies.
To these purposes, the following research questions were formulated:
First, what is the relationship between self-determination, parental supports of learning, academic achievement and learning strategies?
Second, to what extent do self-determination and parental supports of learning predict academic achievement and learning strategies?
Third, are there any direct effects of parental supports of learning and indirect effects through self-determination on academic achievement and learning strategies?
The subjects of this study were 320 junior and senior high school students in Suncheon and Jeonju.
To measure junior and senior high school students' self-determination, Hayamizu's Stepping Motivation Scale(1997) was revised to our situation and used. To measure parental supports of learning perceived by students, parental behaviors scale(Im Eun-mee, 1998) was used. And to measure learning strategies, sub-scale in self-regulated learning(SRL) instrument(Yang Myong-hee, 2000) was used. With academic achievement, the second term final examination score in junior school and the trial examination score in senior high school were used.
To analyze the collected data, factor analysis, correlation analysis, multiple regression analysis, and structural equation modeling analysis were used.
The results of data analysis could be summarized as follows:
First, it is shown that identified regulation and intrinsic regulation in self-determination have the significant positive relationship with parental supports of learning, and with academic achievement and learning strategies. It is shown that two factors in parental supports of learning have the significant positive relationship with academic achievement. It is shown that autonomy-encouraging behaviors in parental supports of learning has the significant positive relationship with learning strategies.
Second, the identified regulation and intrinsic regulation in self-determination and autonomy-encouraging behaviors in parental supports of learning predict academic achievement positively. It is the identified regulation and intrinsic regulation that predict the learning strategies positively.
Third, results of structural equation modeling analysis revealed that the empirical data strongly support the conceptual model of this study. The overall fit measures such as GFI, NFI, CFI, and RMR were acceptable. There are the direct effects of parental supports of learning which predict the academic achievement and the indirect effects through self-determination which predict the academic achievement. There is no direct effects of parental supports of learning which predict the learning strategies, but there is the indirect effects through self-determination which predict learning strategies.
According to the above study, self-determination and parental supports of learning have the relationship with academic achievement and learning strategies, and parental supports of learning have effects on academic achievement and learning strategies through the self-determination.
These results provide the theoretical and experiential basis which is applied to real educational scene and child's learning and counseling.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서 론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적 = 6
• C. 용어의 정의 = 7
• 1. 자기결정성 = 7
• 2. 부모의 학습지원 행동 = 7
• 3. 학습전략 = 8
• Ⅱ. 이론적 배경 = 9
• A. 자기결정성 = 9
• 1. 자기결정성 이론의 역사적 배경 = 9
• 2. 자기결정성의 구성 요인 = 12
• 3. 자기결정성의 연령별 특성 = 16
• B. 부모의 학습지원 행동 = 17
• 1. 부모의 학습지원 행동의 개념과 정의 = 18
• 2. 부모의 학습지원 행동과 청소년 자녀 = 20
• C. 학습전략 = 21
• 1. 학습전략의 개념 = 21
• 2. 학습전략의 내용 = 22
• D. 자기결정성, 부모의 학습지원 행동과 학업성취 및 학습전략 = 24
• 1. 자기결정성과 부모의 학습지원 행동 = 24
• 2. 자기결정성과 학업성취 및 학습전략 = 26
• 3. 부모의 학습지원 행동과 학업성취 및 학습전략 = 28
• 4. 자기결정성, 부모의 학습지원 행동과 학업성취 및 학습전략 = 29
• Ⅲ. 가설 = 32
• Ⅳ. 연구 방법과 절차 = 36
• A. 연구 대상 = 36
• B. 검사 도구 = 36
• 1. 자기결정성 검사 = 36
• 2. 부모의 학습지원 행동 검사 = 39
• 3. 학습전략 검사 = 40
• 4. 학업성취 측정 = 42
• C. 자료 수집 절차 = 42
• D. 자료 분석 방법 = 42
• Ⅴ. 연구 결과 및 논의 = 44
• A. 연구 결과 = 44
• 1. 연구 변인들의 일반적인 경향 = 44
• 2. 자기결정성, 부모의 학습지원 행동, 학업성취 및 학습전략의 관계 = 45
• 3. 자기결정성과 부모의 학습지원 행동의 학업성취 및 학습전략에 대한 추가적 설명 효과 = 47
• 4. 부모의 학습지원 행동, 자기결정성과 학업성취 및 학습전략 간의 모형 검증 = 51
• B. 논의 = 65
• Ⅵ. 요약 및 결론 = 71
• A. 요약 = 71
• B. 결론 = 72
• C. 연구의 제한점과 후속 연구를 위한 제언 = 75
• 참고문헌 = 77
• <부 록 1> 자기결정성의 요인분석 결과 = 88
• <부 록 2> 부모의 학습지원 행동의 요인분석 결과 = 89
• <부 록 3> 학업성취 및 학습전략에 대한 잔차의 산점도와 정규 P-P도표 및 히스토그램 = 90
• <부 록 4> 자기결정성 검사 = 92
• <부 록 5> 부모의 학습지원 행동 검사 = 95
• <부 록 6> 학습전략 검사 = 99

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