어머니의 학습관여와 자기주도학습능력과 학업 자기효능감과의 관계 = The Relationships of Mothers` Learning Involvement Type and Self-directed Learning Ability with Academic Self-efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study was to verify the degree of effects that mothers` learning involvement type had on self-directed learning ability of children and academic self-efficacy. A total of 351 elementary students in the sixth grade of elementary school were selected to be sampled from 3 schools in Gimcheon, Korea. Three scales were administered for each of the subjects: A scale of parents` learning involvement type, a scale of self-directed learning ability, and a scale of academic self-efficacy.
The findings of this study were as follows. First, a covariance structure analysis was conducted in presumption of relationships of mothers` positive learning involvement type and self-directed learning ability with positive academic self-efficacy. In result, mothers` positive learning involvement type appeared to have positive effects on children`s self-directed learning ability. It also had indirect effects mediated by self-directed learning ability on positive academic self-efficacy, instead of its direct effects on positive academic self-efficacy. A self-directed learning ability had direct, positive effects on academic self-efficacy.
Second, significant relationships of mothers` negative learning involvement and children`s self-directed learning ability with negative academic self-efficacy were presumed. In result, mothers` negative learning involvement had negative effects on self-directed learning ability, and direct effects on negative academic self-efficacy. Self-directed learning ability did not have any effect on negative academic self-efficacy.
The implications of this study were as follows. The results of this study may make us become more aware of the importance of an appropriate learning involvement type for more effective children`s academic achievements. Also, the results may suggest that guidance from mothers is necessary in order for children to conduct their future roles as self-directed learners by forming self-directed learning habits from their early school years. This is because a mothers learning involvement type may have an effect on the inherent potential and growth motivation of a child.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 부모의 학습관여형태 = 2
• 3. 자기주도학습능력 = 4
• 4. 학업 자기효능감 = 9
• 5. 연구과제 = 13
• Ⅱ. 연구방법 = 16
• 1. 연구대상 = 16
• 2. 측정도구 = 16
• 3. 자료분석 = 17
• Ⅲ. 연구결과 = 18
• 1. 조사대상자의 특성 = 18
• 2. 척도의 요인구조와 신뢰도 = 19
• 3. 어머니의 학습관여형태, 자기주도학습능력에 따른 학업 자기효능감 분석 = 24
• 4. 성별, 생활수준, 어머니 학력별 학습관여형태, 자기주도학습능력에 따른 학업 자기효능감 분석 = 29
• Ⅳ. 논의 = 33
• 참고문헌 = 35
• ABSTRACT = 40
• 부록 = 42