자기조절학습의 학년간 차이 및 학업성취와의 관계 = (The) grade differences of self-regulatd learning and the relationship between self-regulated learning and academic achievement

다국어 초록 (Multilingual Abstract)

Self-regulated learning is one of the learner-centered learning methods that focuses on active learner roles. Its importance is increasingly accentuated as a way to meet the changing requirements of modern society. The purpose of this study was to examine the relationship between grade and the subfactors of self-regulated learning and the impact of self-regulated learning on academic achievement by grade.
The subjects in this study were 729 elementary and secondary students. 30 out of the students who were surveyed were interviewed to make up for the quantitative research. The major findings of this study were as follows :
First, as for differences in self-regulated learning by grade, the students investigated differed from one another according to grade in every regard of self-regulated learning that involved cognitive strategy, metacognitive strategy, motivational regulation and behavioral regulation. They got better at cognitive strategy, metacognitive strategy and motivational regulation with grade, and there was a disparity between the elementary and secondary students in the aspects. In contrast, they got worse at behavioral regulation with grade, and the elementary and middle schoolers were different from the high schoolers in that regard.
Second, a multiple regression analysis was implemented to look for connections between the subfactors of self-regulated learning and academic achievement. And it's found that the elementary school students' academic achievement was under the greatest influence of elaboration, monitoring and asking for help, which were respectively one of cognitive strategy factors, of metacognitive strategy factors and of behavioral regulation factors. In the event of the middle school students, monitoring, value awareness and asking for help that respectively belonged to metacognitive strategy, motivational regulation and behavioral regulation had the most impact on academic achievement. In the case of the high school students, academic achievement was under the largest influence of rehearsal, monitoring, efficacy improvement and asking for help, which respectively belonged to cognitive strategy, metacognitive strategy, motivational regulation and behavioral regulation.
As a result of making a multiple regression analysis again to determine the influence of self-regulated learning on academic achievement, in the case of elementary sschool students, motivational regulation and cognitive strategy that were two self- regulated learning factors made an approximately 10% prediction of academic achievement. In the case of middle school students, motivational regulation and cognitive strategy made a 12% prediction of academic achievement, and cognitive strategy and behavioral regulation made a 19% prediction of the academic achievement of the high school students.
The findings that grade made a difference to self-regulated learning and its relationship with academic achievement justified the importance of the development of more effective self-regulated training and relevant programs. In this study, an interview was conducted to make a qualitative research on self-regulated learning to provide additional information on that, which couldn't be acquired by a quantitative research method only.
To conceptualize self-regulated learning, three elements were selected as the components of self-regulated learning in this study: cognitive regulation, motivational regulation and behavioral regulation. Earlier studies dealt with motivational characteristics of learning as the motivation factor of self-regulated learning, and the focus of this study was placed on how learners regulated their motivation in learning process. Therefore prolonged research efforts should be directed into that matter, and extensive research should be implemented by allowing for co-determinants, such as family environments or teaching variables, which might affect self-regulated learning that concerns learner's cognitive, motivational and behavioral self-regulation. In addition, qualitative research should be carried out from diverse angles to get a more perfect grip on self-regulated learning and boost the self-regulated learning of learners.

국문 초록 (Abstract)

자기조절학습은 학습자의 능동적인 역할에 초점을 맞추고 있는 학습자중심의 학습방법으로 현대사회의 변화와 요구에 걸맞는 능력으로 그 중요성이 부각되고 있는 개념이다. 본 연구는 학년에 따라 자기조절학습의 하위요인들이 어떠한 차이를 보이는지, 자기조절학습이 학업성취에 미치는 영향은 학년별로 어떠한지를 확인하고자 하였다.
본 연구는 초등학교, 중학교, 고등학교 학생 729명을 대상으로 하여 양적연구를 시행함과 동시에 설문지 작성에 참가했던 학생들 중 30명을 대상으로 면담을 실시하여 양적연구 결과에 대한 보완을 하였다. 주요 연구결과를 요약하면 다음과 같다.
첫째, 학년에 따른 자기조절학습의 차이를 살펴본 결과 인지전략, 메타인지전략, 동기조절, 행동조절 등 모든 하위요인들에 대하여 유의한 차이가 존재함을 알 수 있다. 인지전략, 메타인지전략, 동기조절은 학년이 높아질수록 증가하였으며, 초등학생과 중 · 고등학생 간에 차이를 나타내었다. 이와는 대조적으로 행동조절은 학년이 높아질수록 감소하였으며, 초 · 중학생과 고등학생 간에 차이를 나타내었다.
둘째, 자기조절학습 하위요인들과 학업성취와의 관계를 알아보기 위해 중다회귀분석을 실시한 결과는 다음과 같다. 초등학생의 경우, 인지전략요인 가운데 정교화, 메타인지전략 요인 가운데 점검, 행동조절 요인 가운데 도움구하기가 학업성취에 가장 영향력 있는 요인으로 나타났다. 중학생의 경우에는 메타인지전략 가운데 점검, 동기조절 요인 가운데 가치인식, 행동조절 요인 가운데 도움구하기가 학업성취에 가장 영향력 있는 요인으로 나타났다. 고등학생의 경우, 인지전략 요인 가운데 시연, 메타인지 전략 요인 가운데 점검, 동기조절 요인 가운데 효능고양, 행동조절 요인 가운데 도움구하기가 학업성취에 가장 영향력 있는 요인으로 나타났다.
자기조절학습 요인이 학업성취에 미치는 영향을 알아보기 위해 중다회귀분석을 실시한 결과, 초등학생의 경우에는 자기조절학습 요인 중 동기조절과 인지전략이 학업성취에 대하여 약 10%를 설명하고 있으며, 중학생의 경우 동기조절과 인지전략이 학업성취에 대하여 12%를, 고등학생은 인지전략과 행동조절이 학업성취에 대하여 19%를 설명하였다.
자기조절학습의 차이 및 자기조절학습과 학업성취와의 관계가 학년에 따라 다르게 나타나는 이러한 결과들은 보다 효과적인 자기조절학습 훈련 및 프로그램 개발에 중요한 시사점을 주고 있다. 또한 양적연구에서 다룰 수 없는 실제 자기조절학습의 모습들에 대하여 면담을 실시하여 보완자료로 추가함으로써 질적으로 보충하고자 하였다.
본 연구에서는 먼저 자기조절학습의 구성요인들을 인지조절, 동기조절, 행동조절로 개념화하였다. 이는 기존의 연구들이 학습에서의 동기적 특성을 자기조절학습의 동기요인으로 포함시켰던 것에 대하여 학습자가 학습과정 동안 자신의 동기를 조절하는 측면에 초점을 맞춘 것으로 이에 대한 계속적인 연구가 이루어져야 할 것이다. 더불어 학습자들의 인지, 동기, 행동을 조절하는 자기조절학습에 영향을 주는 선행변인, 예컨대 가정환경이나 교수변인 등이 함께 고려되는 보다 광범위한 연구가 이루어져야 한다. 또한 자기조절학습 과정을 보다 상세하게 이해하고 학습 현장에서 활용 가능하도록 다양한 질적 연구들이 계획되고 시행되어야 할 것이다.

목차 (Table of Contents)

• 제1장 서론 = 1
• 제1절 연구의 필요성 및 목적 = 1
• 제2절 연구문제 = 4
• 제2장 이론적 배경 = 5
• 제1절 자기조절학습의 개념 = 5
• 제2절 자기조절학습 이론 = 16
• 제3절 자기조절학습 발달 = 23
• 제4절 자기조절학습과 학업성취와의 관계 = 27
• 제3장 연구방법 = 36
• 제1절 연구대상 = 36
• 제2절 측정도구 = 37
• 제3절 자료처리 및 분석방법 = 39
• 제4장 연구결과 및 해석 = 41
• 제1절 학년에 따른 자기조절학습의 차이 = 41
• 제2절 자기조절학습과 학업성취와의 관계 = 67
• 제5장 논의 = 76
• 제6장 결론 및 제언 = 83
• 참고문헌 = 85
• 국문초록 = 100
• 부록 = 103

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