學年 및 性別에 따른 自己規制學習 水準과 學業成就 및 知能과의 關係 = Research on self-regulated learning, academic achievement, and intelligence in grade and sex

다국어 초록 (Multilingual Abstract)

The purpose of this study was research on the grade and sex differences in elementary and secondary students' self-regulated learning, correlation between self-regulated learning and academic achievement and intelligence.
The subjects were total 2,800, male students were 1,400 and female students were 1,400. The tools of this study were Self-Regulated Learning Strategies Scale and teacher made academic achievement test of Korean and mathematics, and standardized test of Korean Intel1igence Test.
From the results and discussions of this research, the conclusions were as follows:
1. Self-regulated learning levels of 5th and 6th grade children in the elementary school were higher than those of 1st, 2nd and 3rd grade students in the middle school and 1st and 2nd grade students in the high school. For the subfactors of self-regulated learning, self-efficacy, intrinsic value, and self-regulation levels of 5th and 6th grade children in the elementary school were higher than those of other grade students, too. Cognitive strategy use levels of 1st grade students in the middle school and 1st grade students in the high school were higher than those of other grade students. But there were no differences among all grades in academic anxiety levels.
Such results reflect the Korean educational phenomena such as the elementary school children are emphasized the self-regulated learning, but the middle and high school students are emphasized the teacher-regulated learning.
2. Self-regulated 1earning levels of female students were higher than those of male students. For the subfactors of self-regulated learning, academic anxiety levels of male students were higher than those of female students, but female students were higher than male students in all subfactor levels except academic anxiety.
Such phenomena show the results of the decrease of their self-regulated learning because of the son preference customs such as over care and over expectation of parents.
3. There were positive correlations between self-regulated learning level sand academic achievement scores in the all grade students, But for the subfators of self-regulated learning levels, there were no correlations between academic anxiety and Korean scores, and between self-regulation level sand total academic achievement scores and mathematics scores of 6th grade in the elementary school. There were no correlations between self-regulation levels and mathematics scores of 1st grade in the middle school, and between academic anxiety levels and Korean scores of 2nd grade in the high school.
4. There were positive correlations between self-regulated learning levels and academic achievement scores in the both sex except some subfactors, but there were negative correlations between academic anxiety levels and academic achievement scores in the both sex. Therefore, all male and female students will become higher their academic achievement scores through increasing the self-regulated 1earning.
5. There were no correlations between self-regulated learning levels and intelligence which is control led academic achievement scores through al1 grades. Therefore, it was sure that intelligence which is controlled academic achievement scores did not influence on self-regulated learning.
6. There were no correlations between self-regulated learning, self-efficacy, intrinsic value, cognitive strategy use, academic anxiety, and self-regulation levels of subfactors and intelligence which is controlled academic achievement scores in male and female students.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요 = 1
• 2. 연구의 목적 = 7
• 3. 연구의 가설 = 8
• 4. 용어의 정의 = 9
• Ⅱ. 이론적 배경 = 12
• 1. 자기규제학습의 성격 = 12
• 2. 자기규제학습 구성요소 = 15
• 3. 자기규제학습의 제 이론적 견해 = 18
• 4. 상위인지 및 동기와 자기규제학습 = 23
• 5. 연령 및 성과 자기규제학습 = 26
• 6. 학업성취 및 지능과 자기규제학습 = 30
• Ⅲ. 방법 = 33
• 1. 연구 대상 = 33
• 2. 측정도구 = 34
• 3. 자료 수집 = 36
• 4. 자료 처리 = 36
• Ⅳ. 결과 = 38
• 1. 학년별 자기규제학습 수준의 차이 = 38
• 2. 성별 자기규제학습 수준의 차이 = 45
• 3. 학년별 자기규제학습과 학업성취간의 관계 = 49
• 4. 성별 자기규제학습과 학업성취간의 관계 = 51
• 5. 학년별 자기규제학습과 지능간의 상관 = 55
• 6. 성별 자기규제학습과 지능간의 상관 = 56
• Ⅴ. 논의 = 58
• 1. 연구 방법의 논의 = 58
• 2. 연구 결과의 논의 = 60
• Ⅵ. 결론 = 75
• 참고문헌 = 77
• SUMMARY = 88
• 부록 1. 자기규제학습방략 척도 90문항의 요인별 분류 = 91
• 부록 2. 자기규제학습방략 척도 = 94
• 부록 3. 자기규제학습방략과 학업성적 및 지능간의 적률상관 = 98