자기조절학습 프로그램이 학습몰입에 미치는 영향 : Csikszentmihalyi의 하위요소를 기반으로 = Effects of Self-regulated learning program on Learning Flow of Elementary School Students:based on Csikszentmihalyi’s ‘Flow’ elements

국문 초록 (Abstract)

이 연구는 자기조절 학습 프로그램이 초등학생의 학습몰입에 어떤 영향을 미치는지 알아보기 위하여 1,2차 자기조절학습 프로그램을 구안하여 실천하여 보고 학생들의 학습 몰입이 어떻게 변화되는지를 분석하였다. 연구방법으로는 서술형 설문조사, 수업일지, 학습일지, 관찰과 면담을 활용한 질적 연구방법을 사용하였다. 이에 연구자가 근무하는 초등학교 4학년 1개 반 학생 24명을 대상으로 자기조절학습 프로그램을 1차 지도하고 학습몰입에 미치는 영향을 분석해 본 후 2차 수정 보완지도하여 그 결과를 분석하였다.
1차 프로그램은 총 12회로 구성되었다. 1회와 12회에 학습 몰입 점검, 2회는 새 학기 나에 대한 인식을 깨우기 위한 훈련, 3회와 4회는 학습 동기관리, 5회와 6회는 목표 설정과 시간관리, 7회~9회는 인지조절 훈련을 통한 수업관리, 10회와 11회는 시험 관리의 내용으로 수업을 진행하였다. 1차 지도 후 개별면담을 실시하였고 수업 후 학습일지와 수업일지를 참고하여 분석하였다. 학생들은 자기조절 학습을 배우며 처음에는 조금 힘들었지만 점점 훈련에 대한 동기가 커졌음을 발견하였다. 자기조절 학습 훈련을 통한 다양한 학습방법에 대한 앎이 공부를 더욱 신나게 하였으며, 이것은 학습몰입과 밀접하게 관련이 있음을 의미한다.
연구자는 1차 후 학생 면담 결과 분석 내용을 토대로, 다음과 같이 부분 수정하여 2차 지도를 실시하였다. 첫째, 1차 내용 중 핵심 프로그램을 상기시키면서 이를 더욱 심화하여 반복 지도하였다. 둘째, 2차에서는 학생들이 여유롭게 학습할 수 있도록 시간 운영하였다. 또한, 학생들이 자신의 의견을 발표하고 토론할 수 있도록 활발하고 허용적인 분위기 조성에 유의하였다. 셋째, 2차는 인지조절 뿐만 아니라 동기와 행동 조절 측면을 더욱 강조하여 프로그램을 구성하였다.
학생들은 1,2차 훈련을 통해 공부하는 방법 습득, 성적 향상, 자신의 생활 점검 등 그들 삶에 작은 변화를 발견하였다. 또한, 공부에 대한 자신감 상승, 계획표를 활용한 규칙적인 생활 등 긍정적인 변화가 있었다. 학습몰입과 관련하여 학생들은 첫째, 공부하는 이유를 찾았으며, 과제해결에 대한 수동적인 모습에서 능동적인 모습으로, 수업시간에 더욱 집중하는 자신의 모습을 발견하였다. 둘째, 공부에 빠져 시간 개념을 잊고, 장소에 상관없이 공부하는 경험을 하였으며, 계획보다 더 많이 공부하고, 공부 집중의 방법을 깨달았다고 했다. 셋째, 목표 의식이 명확한 학습자의 모습으로 공부에 빠져드는 느낌을 경험하며, 공부 자체의 중요성을 깨달았다고 답했다. 넷째, 어려운 문제에 대한 두려움이 흥미로 변하고, 어려운 문제 완수에 대한 자신감을 경험하였다. 다섯째, 40분의 수업을 짧게 느끼고, 수업시간에 공부에 더욱 집중하며 공부에 불리한 환경을 극복하려고 노력하려는 모습을 발견하였다.
자기조절학습 훈련을 통해 학습 몰입을 경험하는 것도 중요하지만, 이번 과정은 학생들에게 무엇보다 자신의 생활을 점검하고 성찰할 수 있는 기회가 되었으며, 앞으로 성장하는 데 초석을 마련해 준 것이라 생각한다. 자기조절학습 프로그램은 학습 몰입 뿐 만 아니라 학업 성취, 자기 주도성, 학습 태도 등 다른 부분에 있어서도 긍정적인 효과를 찾을 수 있을 것이다. 후속 연구에서는 자기조절학습 프로그램이 학습자의 다른 부분에 있어서 어떤 변화가 있는지 검증해보는 질적 연구가 이루어지길 바란다. 또한 학습 몰입의 요소별 변화를 알아보는 통계적인 방법을 사용한 과학적인 실험연구가 병행된 후속 연구가 이어지길 바란다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the effects of the self-regulated learning program on the learning flow. I took the elementary school students as subjects and created the self-regulated learning program separated into the first and second phases for the students to practice in sequence and analyzed how the students are affected in their learning activities. The methods used are as follows: descriptive survey forms, class records, recorded lessons, and the qualitative methods utilizing the observation and interviews. The subject group was selected from the school I work for-24 students from a 4th year class. The students were first asked to follow the programs under my supervision, the result of which was then modified and corrected on the effects. The result was analyzed again for the next phase.
The first program was composed of 12 sessions in total: the first and last sessions measure the learning flow; the 2nd is a training program for awakening; 3rd and 4th the learning motif management; 5th and 6th the learning target setup and time management for the achievement; 7th to 9th the learning management through the cognitive regulation training; 10th and 11th test management. After the first session they were tested on their learning flow and given an interview. The students' learning diaries and class records were analyzed for this.
The students had difficulty in following the learning programs initially but gradually took more initiatives in the learning activities. Exploring the diverse ways of learning excited the students, meaning it is closely related to the learning flow.
Based on the results of the 1st session, I partly modified the program for the second session as follows:
1. emphasized the core contents of the program and reminded the students of them.
2. modified the time management part of the program so that the students can relax more in their learning activities, creating more active and tolerant atmosphere.
3. emphasized in the program the motivational and behavioral regulation as well as cognitive regulation.
Through the process, the students have learned new learning methods, raising their test scores, and reviewed their lives, all of which combined together changed their lives in return. At the same time, they have gained confidence in their learning abilities; achieved more regulated life patterns through planning, giving a positive influence on their life.
The students needed, first of all, their motivation in relation to their learning flow, which then turned them to be more active in their learning, adding their fervor to solve their tasks; and while doing so, they found themselves more focused in class. Secondly, they had a very valuable experience of forgetting time and place in focused learning-a knowhow in concentrated learning. Thirdly, they said that they realized the importance of learning by experiencing the concentrated learning. Fourth, their usual fear in dealing with the difficult problems changed to become interests, which gave them confidence and self-esteem, achieved from completing the hard tasks. And fifth, they felt the 40 minute class was very short, when they focused on the study and tried to overcome the adverse environmental qualities of the classroom.
It is important for the students to experience through the programs the concentration in learning. However, the process has a deeper meaning in that it provided the students an opportunity to review their life and to make amends for it, laying the groundwork for further development. I hope there will be more follow-up studies of higher qualities that review how this program affects the learners in other aspects, such as their learning achievement, taking initiatives, and learning attitudes, etc. Also, I hope there will be studies with the scientific experiments, utilizing the statistical methods, to explore the learning flow with its varying factors and their changes.

Key words: self-regulated learning program, learning flow, qualitative methods

목차 (Table of Contents)

• Ⅰ. 서론······························································ 1
• 1. 연구의 필요성 및 목적························································1
• 2. 연구 문제········································································4
• 3. 용어의 정의·····································································5
• Ⅱ. 이론적 배경·······················································7
• 1. 자기조절 학습 능력····························································7
• 2. 몰입의 특성과 조건···························································13
• 3. 선행연구 고찰·································································17
• 4. 분석의 틀······································································22
• Ⅲ. 연구 방법························································24
• 1. 참여자에 대한 이해···························································24
• 2. 연구절차········································································25
• 3. 자료 수집과 분석·····························································27
• 4. 연구의 타당도·································································29
• Ⅳ. 자기조절학습 프로그램 개발···································31
• 1. 자기조절학습 프로그램 내용 선정 및 근거·······························31
• 2. 자기조절학습 프로그램의 회별 목표 및 내용·····························32
• Ⅴ. 자기조절학습 프로그램 활용 수업의 실행과 성찰·············37
• 1. 1차 프로그램 훈련 적용과 결과············································37
• 2. 2차 프로그램 훈련 적용과 결과············································67
• Ⅵ. 결과 및 분석····················································99
• 1. 자기조절학습 세계의 첫 경험··············································100
• 2. 학습 과제에 대한 집중의 맛···············································103
• 3. 학습활동과 인식의 통합 체험··············································105
• 4. 목표의식이 분명한 학습자로 탈바꿈······································107
• 5. 도전적 과제에 대한 두려움 극복··········································108
• 6. 짧게 느껴지는 수업시간····················································110
• 7. 학생 삶에 반영된 자기조절학습···········································111
• Ⅶ. 연구과정에 대한 성찰·········································113
• 1. 요약···········································································113
• 2. 연구과정 되돌아보기························································117
• 3. 제언···········································································120
• 참고문헌·····································································123
• 부록··········································································125
• ABSTRACT································································146