學業成就水準에 따른 自我槪念과 學習樣式의 相關硏究

다국어 초록 (Multilingual Abstract)

This study is aimed to examine the difference of the connection between self-concept and learning style and the level of learning achievement. In order to settle this study, the following hypothesises are formed by the the grond Dunn and Duun's patterns of learning style.
<Hypothesis I> Self-concept will have a significant difference according to the level of learning achievement.
<Hypothesis II> Learning style will have a significant difference according to the learning achievement.
<Hypothesis III> Between self-concept and learning style will have a significant correlation.
In order to test the above hypothesises, self-concept Inventory and Learning style Inventory were tested by the 112 girls an boys students of high schools in Iri, who were divided into two groups, up and down.
In order to test <Hypothesis I>, two-way analysis of variable was tested, independent variable of up and down classes in school record and attatched variables down class in self-concept.
As the result, all variables, except sell-identity have turned out to have some differences in accordance with the level of school record, but not in the sexes and the mutual effects between school record and sexes.
In order to test <Hypothesis II> for the correlation between the school record and the four fields of learning style, the significant correlation was revealed in the environmental, calm and social stimulations as the result of pearson's product-moment Correlation coeffience. And to findout the differences of the low variable of each field by the school record, two-way analysis of variable, independent variable of up and down classes in school record and sexes and attatched variable of down class in learning style was tested.
As the result of the test, the differences of the sexes turned out to be different in the visual preferrence, morning, evening, and transferability as an adult and the difference of school record in thermometer, design, motivation, durability, structurism, auditory sensation and tranferability.
In order to test <Hypothesis III>, canonical correlation between the outer self standardization and the inner self standardization and low variable of learning style was done. As the result of the test, the moral ethical self of outer self standardization and personal self showed that the duration of learning style has someting to do with the calm correlation and low variable wanting to study with classmates. According to the result of the test, self satisfaction score and self behavior score showed that the structurizing of the learning style and low variable to want to study with classmates have something to do with calm correlation.
As the results of the above tests, the self-concept and the charateristics of learning style of up and down classes can be roughly known by finding out the variable according to the level of learning achievements. In addition to these tests after the differnce of these fields was considered, the characteristics of each class must be searched, the suitable teaching method must be projected and succeeding study must be continued.

목차 (Table of Contents)

• 목차
• ·英文抄錄 = 4
• I. 緖論 = 7
• 1. 硏究의 必要性 = 7
• 2. 硏究의 目的 = 9
• II. 理論的 背景 = 10
• 1. 學習樣式 = 10
• 가. 學習樣式의 槪念 = 10
• 나. 學習樣式의 構成要因 = 12
• 다. 學習樣式과 學習成就度와의 關係 = 15
• 2. 自我槪念 = 17
• 가. 自我와 自我開念 = 17
• 나. 自我槪念의 特性 = 18
• 다. 自我槪念과 學業成就 = 20
• III. 硏究 方法 = 22
• 1. 硏究 假說 = 22
• 2. 硏究 對象 = 22
• 3. 道具 = 22
• 4. 統計 處理 = 24
• IV. 結果解析 및 論議 = 26
• 1. 成績과 自我槪念의 關係 = 26
• 2. 成績과 學習樣式의 關係 = 29
• 3. 自我槪念과 學習樣式의 關係 = 38
• V. 要約 및 結論 = 43
• 1. 要約 = 43
• 2. 結論 = 43
• 3. 提言 = 44
• ·參考文獻 = 45
• ·附錄 = 49