자기조절학습전략이 학습부진아의 학업성취도와 학업자아개념에 미치는 효과 = The Effects of Self-regulated Learning Program on Low-Achieving Students' Academic Achievement and Academic Self-concept

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effect of self-regulated learning program on the low-achieving students' academic achievment and academic self-concept.
The subjects of this study selected 4 low-achieving students, from forth grade , attending N elementary school having 47 classes. They tranined with self-regulated learning program for 15 times(The length of each secton was 40 minutes). The self-regulated learning program in this study was based on program by Kim, Young-soo(1998). The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used.
The conclusions of this study are as follows;
First, Self-regulated learning program have an positive effects upon academic achievement of the low-achieving students. Self-regulated learning program upgrade learning understanding and cognition abilities of low-achieving students. Especially, there were significant achievement level in domains of number and operation, letter and expression.
Second, Self-regulated learning program have an positive effects upon academic-concept of the low-achieving students. The four sub indexes of self efficacy, ability expectancy to activity initiation, ability expectancy to abhorrence experiences overcoming had significant difference between Pretest and posttest.
It's concluded that self-regulated learning training had a positive effect on enhancing the self-efficacy and academic of the low-achieving students.
Yet the finding of the study might not be generalizable, since the experiment was conducted just on a short-term basis and the scope of study was confined to elementary mathematics for grade 4. In the future, a wider range of subjects and classes should be examined for a long-term period of time.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 자기조절학습전략 = 7
• 2. 학습부진아 = 25
• 3. 자기조절학습전략과 학업성취 = 30
• 4. 자기조절학습전략과 학업자아개념 = 32
• Ⅲ. 연구 방법 = 36
• 1. 연구 대상 = 36
• 2. 연구 도구 = 36
• 3. 연구 설계 = 39
• 4. 연구 절차 = 40
• 5. 자료 처리 = 45
• Ⅳ. 결과 및 논의 = 46
• 1. 수학과 학업성취도 향상에 미친 효과 = 46
• 2. 학업자아개념 향상에 미친 효과 = 50
• Ⅴ. 결론 및 제언 = 53
• 1. 결론 = 53
• 2. 제언 = 53
• 참고문헌 = 55
• Abstract = 58
• 부록 = 60