自己調節技能 水準에 따른 自己調節 學習方略 訓練이 學業成就에 미치는 效果

다국어 초록 (Multilingual Abstract)

The present study was designed to investigate the effects of the levels of self-regulatory skill and the self-regulated learning strategy training. The major purposes of this study were
(1) to investigate the effect of self-regulatory skill(high self-regulatory skill/HSRS, middle self-regulatory skilUMSRS, low self-regulatory skill/LSRS) on academic achievement.
(2) to investigate the effect of self-regulated learning strategy(SRLS) training on academic achievement.
(3) to identify the interaction effect between the levels of self-regulatory skill and the self-regulated learning strategy training
The hypotheses were: (1) The higher self-regulatory skill group will perform better than the lower self-regulatory skill group on academic achievement. (2) Self-regulated learning strategy training group will perform better than no training group on academic achievement. (3) There will be an interaction effect bet~v-een the lever of the self-regulatory skill and the self-regulated learning strategy training.
The subjects in this study were 120 six grade elementary school students in Taegu. They were randomly assigned to one of two groups based on the the levels of self-regulatory skill (HSRS/Training, HSRS/No-Training, MSRS/Training, MSRS/No-Training, LSRS/Training, LSRS/No-Training).
The independent variables were the levels of SRS and the SRLS training. The dependent variable was academic achievement score. Based on the academic achievement score, 3 X 2 ANOVA and SchefM technique was appliwd to test the hypotheses.
The main findings of the study were as follows:
(1) There was a significant difference in academic achievement score among the levels of SRS(p <.0l). lamely HSRS group performed best of all. And MSRS group performed better than LSRS group.
(2) SRLS training group performed better than no training group in academic achievement(p<.0l).
(3) There was no siginificant interaction effect in academic achievement score between the levels of SRS and the SRLS training.
Consequently, while the research hypotheses 1, 2 were accepted, hypothesis 3 was not accepted.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 문제의 진술 = 1
• 2. 용어의 정의 = 4
• II. 이론적배경 = 6
• 1. 자기조절 학습의 개념 = 6
• 2. 사회인지적 자기조절학습 = 9
• 3. 자기조절 학습방략 = 15
• 4. 자기조절 학습방략과 학업성취 = 18
• 5. 가설 = 20
• III. 연구방법 = 22
• 1. 실험대상 = 22
• 2. 실험도구 = 22
• 3. 실험설계 = 23
• 4. 실험절차 = 24
• 5. 분석방법 = 25
• IV. 결과 = 26
• V. 논의 = 28
• 1. 연구방법에 대한 논의 = 28
• 2. 실험결과에 대한 논의 = 29
• VI. 결론 = 31
• 부록 = 36
• 1. 자기조절 학습방략 훈련 프로그램 = 36
• 2. 자기조절 기능 척도 = 42
• 영문초록 = 47