초등학생의 학업성취도에 영향을 미치는 개인적·환경적 변인 = Individual and Environmental Factors in Growth of Academic Achievement of Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate individual and environmental factors in growth of academic achievement of elementary school students. Self-determination motivation, academic self-efficacy, metacognition are individual factors and parental involvement & autonomy support is the environmental factor. The subjects were 551 forth, sixth grade elementary school students of Busan province.
The result of this study were as follows.

First, as result of group differences analysis about self-determination motivation, academic self-efficacy, metacognition, parental involvement & autonomy support, academic achievement, intrinsic regulation and identified regulation and task difficulty preference of academic self-efficacy of forth grade students were higher than sixth grade students. The boys' extrinsic regulation of self-determination motivation was higher than girls'. And girls' planning, monitoring of metacognition, mother's involvement, mother's autonomy support, father's autonomy support of parental involvement & autonomy support were higher than boys'.

Second, as result of correlation analysis about self-determination motivation, academic self-efficacy, metacognition, parental involvement & autonomy support, academic achievement, there was a significant positive correlation between academic achievement and intrinsic regulation, identified regulation of self-determination motivation, self-regulatory efficacy, task difficulty preference, confidence of academic self-efficacy, planning, monitoring, regulation of metacognition, mother's involvement, father's autonomy support of parental involvement & autonomy support. But there was a significant negative correlation between extrinsic regulation of self-determination motivation and academic achievement.

Third, as result of regression analysis about self-determination motivation and academic self-efficacy and metacognition, parental involvement & autonomy support of academic achievement, academic self-efficacy(particularly, self-regulatory efficacy, task difficulty preference) and parental involvement & autonomy support(particularly, mother's involvement) was the best predictor of academic achievement.

Therefore, the best predictor of academic achievement among individual factor was self-regulatory efficacy and task difficulty preference of academic self-efficacy. And the best predictor of academic achievement among environmental factor was mother's involvement of parental involvement & autonomy support.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 7
• 3. 용어의 정의 8
• Ⅱ. 이론적 배경 11
• 1. 자기결정성 동기 11
• 2. 학업적 자기효능감 17
• 3. 메타인지 23
• 4. 부모의 관여와 자율성 지지 26
• Ⅲ. 연구 방법 29
• 1. 연구 대상 29
• 2. 연구 도구 30
• 3. 자료 처리 33
• Ⅳ. 연구 결과 35
• 1. 자기결정성 동기, 학업적 자기효능감, 메타인지, 부모의 관여와 자율성 지지, 학업성취도의 반응양상 35
• 2. 학년과 성별에 따른 자기결정성 동기, 학업적 자기효능감, 메타인지, 부모의 관여와 자율성 지지, 학업성취도 차이 37
• 3. 학업성취도, 자기결정성 동기, 학업적 자기효능감, 메타인지, 부모의 자율성 지지의 상관관계 40
• 4. 자기결정성 동기, 학업적 자기효능감, 메타인지, 부모의 관여와 자율성 지지가 학업성취도에 미치는 영향 46
• Ⅴ. 논 의 53
• 1. 자기결정성 동기, 학업적 자기효능감, 메타인지, 부모의 관여와 자율성 지지, 학업성취도 반응양상 53
• 2. 학년과 성별에 따른 자기결정성 동기, 학업적 자기효능감, 메타인지, 부모의 관여와 자율성 지지, 학업성취도의 차이분석 54
• 3. 자기결정성 동기, 학업적 자기효능감, 메타인지, 부모의 관여와 자율성 지지, 학업성취도의 상관관계 57
• 4. 자기결정성 동기, 학업적 자기효능감, 메타인지, 부모의 관여와 자율성 지지가 학업성취도에 미치는 영향 59
• Ⅵ. 요약 및 결론 64
• 1. 요 약 64
• 2. 결 론 66
• 참고문헌 69
• 부 록 77