부모의 양육태도와 성취목표지향이 자기주도적 학습능력에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study investigates three research problems. First, whether there is any difference in self-directed learning ability according to the parenting attitude. Secondly, whether there is any difference in self-directed learning ability according to students’ achievement goal orientation. Thirdly, whether parenting attitude and achievement goal orientation have any interaction effects on self-directed learning ability.
For these goals, it analyzed the data of 261 two-grade middle school students group that consists of 115 students attending a school located in Jang-su country and 146 students attending a school in Jeon-ju city. Parenting attitude is composed of two factors (autonomy/control, achievement/non-achievement), and achievement goal orientation has 2×2 framework consisting of mastery approach orientation, mastery avoidance orientation, performance approach orientation and performance avoidance orientation. Self-directed learning ability has sub-factors of cognitive regulation, motivation regulation and behavior regulation. The data drawn from the impacts of parenting attitude test, achievement goal orientation test and self-directed learning ability test were analyzed with Two-Way ANOVA and multiple regression analysis, by SPSS.
The results are as follows:
First, after calculating the impacts of parenting attitude and achievement goal orientation in 5-point scale and analyzing figures at the point of 50% of whole frequency, this study shows that the achievement goal orientations of the students whose parents' parenting attitudes are positive are approach-oriented while the achievement goal orientations of the students whose parents' parenting attitudes are negative are avoidance-oriented. In other words, the students whose parents’ parenting attitude is autonomic and achievement-oriented have the disposition of mastery approach orientation and performance approach orientation while the students whose parents’ parenting attitude is controlled and non-achievement oriented have the disposition of mastery avoidance orientation and performance avoidance orientation. Also, the students whose parents’ parenting attitude is positive, and whose achievement goal orientation is approach-oriented show high self-directed learning ability. Therefore, it is said that when parenting attitude is automatic and achievement-oriented and achievement goal orientation is mastery approach orientation and performance approach orientation, the students show high self-directed learning ability.
Secondly, this study confirms that there is some difference in self-directed learning ability according to parenting attitude. However, the difference between achievement group and non-achievement group in parenting attitude is statistically significant while the difference between autonomy/control groups is not statistically significant. That is, it is said that the reason of the difference in self-directed learning ability due to parenting attitude is not the difference between autonomy/control groups but the difference between achievement/non-achievement groups.
Third, it is confirmed that there is some difference in self-directed learning ability according to students’ achievement goal orientation. This result shows that the difference between the mastery approach orientation and mastery avoidance orientation groups is statistically significant while the difference between performance approach orientation and performance avoidance orientation groups is not statistically significant. That is, the reason for the difference in self-directed learning ability due to achievement goal orientation is not the difference between performance approach orientation and performance avoidance orientation but the difference between mastery approach orientation and mastery avoidance orientation.
Finally, this study confirms that there is no interaction effect between parenting attitude and achievement goal orientation in self-directed learning ability. The students whose parents’ parenting attitude is positive and whose achievement goal orientation is approach-oriented show high self-directed learning ability. However there is no interaction effect between parenting attitude and achievement goal orientation, between autonomy/control groups and achievement/non-achievement groups (sub-factors of parenting attitude) and between mastery approach orientation/mastery avoidance orientation and performance approach orientation/performance avoidance orientation(sub-factors of achievement goal orientation). It shows that parenting attitude and achievement goal orientation are not interdependent in self-directed learning ability.

목차 (Table of Contents)

• Abstract
• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 6
• 3. 용어의 정의 7
• 가. 부모양육태도 7
• 나. 성취목표지향 7
• 다. 자기주도적 학습능력 8
• Ⅱ. 이론적 배경 9
• 1. 부모양육태도와 자기주도적 학습능력의 관계 9
• 가. 부모양육태도의 개념 9
• 나. 부모양육태도의 유형 10
• 다. 부모양육태도와 자기주도적 학습능력의 관계 13
• 2. 성취목표지향과 자기주도적 학습능력의 관계 16
• 가. 성취목표지향의 개념 16
• 나. 성취목표지향과 자기주도적 학습능력의 관계 22
• 3. 자기주도적 학습능력 25
• 가. 자기주도적 학습능력의 개념 25
• 나. 자기주도적 학습능력의 구성요인 31
• Ⅲ. 연구 가설 40
• Ⅳ. 연구 방법 43
• 1. 연구 대상 43
• 2. 검사 도구 44
• 가. 부모의 양육태도 검사 44
• 나. 성취목표지향 검사 46
• 다. 자기주도적 학습능력 검사 47
• 라. 검사지의 신뢰도 48
• 마. 검사 문항 하위 요인별 상관계수 49
• 3. 자료 분석 방법 50
• Ⅴ. 연구 결과 및 논의 52
• 1. 연구 결과 52
• 가. 부모의 양육태도가 자기주도적 학습능력에 미치는 영향 56
• 나. 성취목표지향이 자기주도적 학습능력에 미치는 영향 57
• 다. 부모의 양육태도와 성취목표지향이 자기주도적 학습능력에 있어서 상호작용 효과 60
• 2. 논의 62
• Ⅵ. 결론 및 제언 68
• 1. 결론 68
• 2. 제언 70
• □ 참고문헌 72
• <부록> 부모양육태도, 성취목표지향, 자기주도적 학습능력 설문지 83