학습동기 증진 프로그램이 학습부진아의 학습된 무력감과 학업성취에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effect of a learning motivatio promotion program on the sense of learned helplessness and academic achievement underachievers in elementary school. The research questions were posed as below:
1. Does the learning motivation promotion program have an effect on improving the learning motivation of underachievers in elementary school?
2. Does the learning motivation promotion program have an effect on easing t sense of learned help1esaness of underachievers in elementary school?
3. Does the learning motivation promotion program have an effect on enhancing the achievement of underachievers in elementary school?
The subjects in this study were 40 third graders from D elementary school in the city of Daegu, who turned out to be educationally retarded. They were randomly divided into a 20-member experimental group and a 20-member control group. The pretest-posttest control group design was employed, and learnin motivation test, sense of learned help1easness test, and academic achievement te were conducted. The experiment was implemented for five weeks from September 3 through October 10, 2001, twice a week on Mondays and Wednesdays, 80 minutes each. The collected data were analyzed with SPSS/PC^+ (statistical package for the social science/personal computer) program and t-teat.
The findings of this study were as follows:
First, the learning motivation promotion program served to relieve the sense learned helplessness of the underachievers.
Second, the learning motivation promotion program served to significantly raise t achievement of the underachievers.
Third, those who came to have less sense of learned help1esaness owing to th learning motivation promotion program showed greater change in academ achievement.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구문제 및 가설 = 5
• II. 이론적 배경 = 6
• 1. 학습부진아의 정의와 특징 = 6
• 2. 학습동기와 학습된 무력감과의 관계 = 11
• 3. 학습동기와 학업성취와의 관계 = 12
• 4. 학습된 무력감과 학업성취와의 관계 = 17
• 5. 학습동기 증진 프로그램 = 20
• III. 연구방법 = 26
• 1. 연구대상 = 26
• 2. 실험설계 = 27
• 3. 측정도구 = 28
• 4. 실험절차 = 31
• 5. 자료분석 = 33
• IV. 결과 및 해석 = 34
• 1. 가설 1의 검증 = 34
• 2. 가설 2의 검증 = 35
• 3. 가설 3의 검증 = 37
• V. 논의 및 결론 = 39
• 참고문헌 = 43
• 영문초록 = 47
• 부록 = 49