자기주도학습, 자아존중감, 창의성과 학업성취수준과의 관계 연구

국문 초록 (Abstract)

이 연구는 자기주도학습, 자아존중감, 창의성간의 상관관계를 분석하고 이들 변인이 학업성취수준에 미치는 영향을 분석하고자 했다. 연구대상은 광주광역시에 소재하는 K중학교 1학년 315명이었으며 이 연구에서 사용한 측정도구는 광주교육대학교 창의진로학습역량개발센터에서 개발한 인․적성 검사지를 사용하였다. 검사지 구성은 창의성 10문항, 자기주도학습 10문항, 자아존중감 10문항과 학업성취수준 3문항으로 구성되어 있다. 학업성취수준은 학생 자신이 지각한 학업성취도의 정도를 ‘모두 이해됨(90%)’, 대부분 이해됨(70%), 보통수준(50%), 조금 이해됨(30%), ‘거의 이해 안됨(10%)’수준에 이르기까지 리커트 5단계 척도로 구성되어 있다.
이렇게 수집한 자료는 SPSS 22 프로그램으로 분석하였다. 먼저 연구 참여자의 성별 단순 빈도를 구하고 성별 측정도구의 평균값 차이를 살펴보았다. 그리고 각 측정도구의 변인간 상관관계를 알아보기 위해 상관계수를 분석했다. 이상의 기초적인 기술적 분석 결과에 따라 자기주도학습, 자아존중감, 창의성이 성별에 따라 영역별 교과 학업성취수준에 미치는 상대적 영향력을 살펴보기 위하여 중다회귀분석을 실시하였다.
성별 측정도구의 평균값 차이를 분석한 결과 여학생집단이 음악․미술교과의 학업성취도에서 유의미한 관련이 있었고 여학생집단의 음악․미술교과의 학업성취도를 제외한 모든 척도에서 유의미한 차이는 없었다. 다음으로 각 측정도구의 변인간 상관계수를 구하여 관계를 분석한 결과 자기주도학습, 자아존중감, 창의성간의 상관이 의미 있는 관계를 보였고 국어․영어교과, 수학․과학교과, 음악․미술교과와도 의미있는 상관관계를 지니고 있는 것으로 나타났다. 또한 이들 변인의 성별에 따른 영역별 교과 학업성취수준에 미치는 상대적 영향력은 다음과 같다. 첫째, 남․여 모든 집단에서 국어․영어교과의 학업성취수준에는 자아존중감과 자기주도학습이 유의미한 변인으로 나타났지만 특히 자아존중감이 자기주도학습보다 더 영향력이 컸다. 둘째, 여학생 집단에서 수학․과학교과의 학업성취수준에는 자아존중감과 자기주도학습이 유의미한 변인으로 나타났으며 특히 자아존중감이 자기주도학습보다 더 영향력이 컸다. 그리고 남학생 집단에서는 자아존중감이 유의미한 변인이었다. 셋째, 남․여 모든 집단에서 음악․미술교과의 학업성취수준에는 창의성이 유의미한 변인으로 나타났다.
영역별 학업성취수준에 영향을 미치는 자기주도학습, 자아존중감, 창의성은 성별로는 큰 차이는 보이지 않았고, 남․여 모든 집단에서 국어․영어교과, 수학․과학교과 영역의 학업성취수준에 자아존중감이 가장 영향력이 큰 것으로 나타났다. 중학생 시기의 자아존중감이 이후의 긍정적인 발달에 영향을 미치기 때문에 학교나 가정에서는 자아존중감을 키워 줄 수 있는 적극적인 개입이 필요하고 후속 연구에서는 학업성취수준에 영향을 미치는 자기주도학습, 자아존중감, 창의성의 하위요인을 통해 보다 자세히 분석해 볼 필요가 있을 것이다.

목차 (Table of Contents)

• 목 차
• 국문초록···············································································ⅰ
• Ⅰ. 서론················································································1
• 1. 연구의 필요성···························································1
• 2. 연구의 목적····························································3
• 3. 용어의 정의·····································································4
• 4. 연구의 제한점···································································5
• Ⅱ. 이론적 배경·····································································6
• 1. 자기주도학습능력·································································6
• 2. 자아존중감·······················································8
• 3. 창의성·······························································10
• 4. 학업성취도·······························································14
• 5. 선행연구 분석······························································16
• Ⅲ. 연구 방법 및 절차 ······························································22
• 1. 연구 대상 ······································································22
• 2. 측정도구 ······································································22
• 3. 자료분석 및 처리·························································23
• Ⅳ. 연구 결과 및 해석 ·····························································24
• 1. 성별에 따른 차이검증을 위한 측정변수의 기술 통계······················24
• 2. 영역별 학업성취수준과 변인들 간의 상관·관계··························· 25
• 3. 영역별 학업성취수준에 대한 변인들의 상대적 영향···············26
• 4. 성별, 영역별 학업성취수준에 대한 변인들의 상대적 영향··············29
• Ⅴ. 요약, 결론 및 제언 ···························································35
• 1. 요약 ·············································································35
• 2. 결론 ·············································································36
• 3. 제언 ·············································································37
• 참고문헌 ············································································39
• ABSTRACT····································································43
• 부록 ···················································································46