자기조절학습훈련 프로그램이 청소년의 학업수행 자기효능감에 미치는 효과 = The Effect of Self-Regulated Learning Training on Teenagers‘ Academic Performance Self-Efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of self-regulated learning training on teenagers‘ academic performance self-efficacy.
To achieve this purpose systematically and empirically, the following hypothesis was formulated: The self-regulated learning training will be able to reduce the academic performance self-efficacy of teenagers.
The subjects were 22 teenagers who understood the goal and procedures of training program. They were randomly assigned to the experimental group and the control group. Each group was consisted of 11 teenagers. The self-regulated learning training was carried out twice a week for 5 weeks, and each session required 60 minutes through 10 sessions.
The effectiveness of the self-regulated learning training was measured with the rating scale of the academic performance self-efficacy. It was devised by Bak Byung-Gee and Chai Sun-Young(2005) and consisted of 94 items. The data was collected from the results of pre-test, post-test and follow-up test.
In data analysis, two-factor design was utilized for three different periods of testing time (pre, post and follow-up) and two different training groups (experimental and control). The training group was a between-subject variable, and the period of testing was a within-subject variable.
To verify the effects of training, ANOVA was conducted, using group type as a independent variable, academic performance self-efficacy scores as a dependent variable. The SPSS for windows 15.0 was used for the statistical analysis, and the statistical significance level for the hypothetical verification was set at .05.
The conclusion of this study is as follows. The self-regulated learning training reduces the academic performance self-efficacy of teenagers.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 문제 제기 1
• 2. 연구 가설 3
• 3. 연구 의의 3
• Ⅱ. 이론적 배경 4
• 1. 학업수행 자기효능감 4
• 2. 자기조절학습훈련 12
• 3. 학업수행 자기효능감과 자기조절학습훈련 20
• III. 연구 방법 23
• 1. 연구 대상 23
• 2. 연구 도구 23
• 3. 연구 절차 26
• 4. 자료 처리 26
• Ⅳ. 연구 결과 27
• Ⅴ. 논의 40
• Ⅵ. 결론 및 제언 47
• 1. 결론 47
• 2. 제언 47
• 참고문헌 49
• 영문초록 53
• <부록 1> 학업수행 자기효능감 척도 55
• <부록 2> 자기조절학습훈련 프로그램 60