인지양식·정의적 특성과 학업 성취도와의 관계

다국어 초록 (Multilingual Abstract)

I Purpose
The purpose of this study is
1. The purpose of this study was to clear the difference between learner's cognitive style and academic records in school.
2. The second purpose of this study was to find out the difference between field independent-field dependent style and IQ.
3. The third purpose of this study was to investigate the difference between field independent-field dependent and academic self concept and interest.
4. The fourth purpose of this study was to define the effect of Cognitive style and IQ as cognitive characteristics of academy self concept and academy interest as emotional characteristics on academy records about each subject and total subjects.
II. Hypothess
In order to research the aforementioned assumptions, the following hypotheses were established:
1. There will be difference in academic achievements field independent-field dependent style.
2. There will be difference in intelligence according to field independent-field dependent style.
3. There will be difference in emotional characteristic according to field independent-field dependent style.
3-1 There will be difference of academic self concept according to field independent-field dependent style.
3-2 There will be difference in academic interest on each subject and total subjcts according to field independent-field dependent style
4. There will be difference in influence of Cognitive and Emotional Characteristics.
III. Methods
1. Sample: For the subjects of this study, 4 schools(N=494) were selected from the second and third grade students of two middle schools in Seoul city, and 248 students of then were male and 246 students were female.
2. Tools: a) Field-Dependent Field-Independent Test: Field-dependent and field-independent cognitive styles were measured with the standardized 'Group Embedded Figures Test A-I' Which is constructed by Joun Yoon Sik and Chang Hyuk Pho (1980).
b) Emotional Characteristics Test: Emotional characteristics test is made by researcher based on academic self concept test of park hun sik and Jin Wi Gyo et.
c) School Academic Achievements Test: The academic achievements of Students based on the evaluationed records of 1988 year
d) IQ Test: IQ data used data which was carried by school
3. Statistic Methods: All of the data were verified by the statistical of students analysis such as t-test, Pearson t, multiple r, partial r.
IV. Conclusion
Major findings were as follows:
There were significant relationships between field independent-field dependent style and IQ
There were partially significant relationships between field independent-field dependent and academic self concept
There were partially significant relationships between field independent-field dependent and academic interest, too.
Effect of Cognitive style and IQ as cognitive characteristics and Academic Self Concept and Interest on School academy achievement is different.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• II. 이론적 배경 = 4
• A. 인지양식 = 4
• 1. 인지양식 이론 = 4
• 2. 장독립 - 장의존 인지양식 = 13
• B. 정의적 특성 = 27
• 1. 정의적 특성 이론 = 27
• 2. 학업적 자아개념 = 35
• 3. 학업 흥미 = 42
• C. 인지양식·정의적 특성과 학업성취도와의 관계 = 49
• 1. 인지양식·정의적 특성 = 49
• 2. 인지양식·정의적 특성과 학업성취도 = 51
• D. 연구 가설 = 55
• III. 연구 방법 및 절차 = 56
• A. 연구 대상 = 56
• B. 검사 도구 = 56
• C. 연구 절차 = 62
• D. 자료 처리 = 63
• E. 연구의 제한점 = 63
• IV. 연구 결과 = 64
• V. 논의 = 87
• VI. 요약 및 결론 = 96
• A. 요약 = 96
• B. 결론 = 101
• * 참고문헌 = 104
• * 부록 = 1
• * 영문초록 = 16