학령기 아동의 자기주도적 학습태도 관련 변인들 간의 인과관계 구조분석 = (A) structural analysis on school-aged children's self-directed learning attitudes and its related variables

다국어 초록 (Multilingual Abstract)

(Abstract)

The purpose of this study was to investigate the structural relationships of school-aged children's self-directed learning attitudes and it's related variables.

For this study, the respondents were 845 children in 5th and 6th grades, all of whom were sampled across 34 classes in the elementary schools in the areas of Gyeongsan-Si, Yeongcheon-Si and Busan-Si. Questionnaires and psychological tests used for this study surveyed the following: self-directed learning attitudes, parental learning involvement, self-control and academic self-efficacy scale. The collected data were analyzed with AMOS 7.0, a statistical program for structural equation modeling.

The results found in this study were as follows:

First, children's self-directed learning attitudes were directly affected by their self-control and academic self-efficacy.

Second, children's self-control and academic self-efficacy were directly affected by parents' involvement in their children's education.
Third, children's academic self-efficacy was directly affected by their ability to exercise self-control.

Last, parents' involvement in their children's education did not show a direct effect on children's self-directed learning attitudes, although it might have had an indirect effect on children's self-directed learning attitudes through self-control and academic self-efficacy.

In conclusion, as regards to the structural relationship of school-aged children's self-directed learning attitudes: self-control and academic self-efficacy were found to affect self-directed learning attitudes directly. Parents' involvement in their children's education was found to affect children's self-control and academic self-efficacy directly. Self-directed learning attitudes were found to have a mediating effect on children's self-control and academic self-efficacy through their parents' involvement in education.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구문제의 진술 1
• 2. 연구의 중요성 7
• 3. 용어의 정의 10
• 1) 자기주도적 학습태도 10
• 2) 부모학습관여 10
• 3) 자기통제력 11
• 4) 학업적 자기효능감 11
• 4. 연구의 제한점 12
• 5. 연구의 가정 13
• Ⅱ. 이론적 배경 및 선행연구의 고찰 14
• 1. 자기주도적 학습태도 14
• 2. 부모학습관여 22
• 3. 자기통제력 24
• 4. 학업적 자기효능감 28
• 5. 원인변인들 간의 관계 32
• 1) 부모학습관여와 자기통제력 32
• 2) 부모학습관여와 학업적 자기효능감 33
• 3) 자기통제력과 학업적 자기효능감 34
• Ⅲ. 연구방법 36
• 1. 연구대상 36
• 2. 측정도구 36
• 1) 자기주도적 학습태도 36
• 2) 부모학습관여 38
• 3) 자기통제력 41
• 4) 학업적 자기효능감 42
• 3. 절차 44
• 4. 자료 분석 44
• Ⅳ. 결 과 47
• 1. 측정변인 간의 상호상관행렬 및 기술 통계치 47
• 2. 측정모델의 부합도 검증 50
• 1) 측정모델의 부합도 검증 결과 52
• 2) 측정모델의 모수치 추정 결과 53
• 3. 초기연구 구조회귀모델의 부합도 검증 결과 55
• 1) 초기연구 구조회귀 모델의 부합도 검증 결과 55
• 2) 초기연구 구조회귀모델의 모수치 추정 결과 56
• 4. 수정모델의 부합도 검증 58
• 1) 수정모델의 부합도 검증 결과 58
• 2) 수정모델의 모수치 추정 결과 60
• Ⅴ. 논 의 63
• Ⅵ. 결론 및 제언 72
• 참고 문헌 76
• 부 록 93