초인지, 목표지향성, 자기효능감과 학업성취와의 관계분석 = (A) Study on the Relationships between Academic Achivement and Metacognition, Goal Orientation and Self-efficacy

다국어 초록 (Multilingual Abstract)

The Purpose of this study was to investigate the relationships between academic achievement and metacognition, goal orientation and self-efficacy.
In order to achieve the purpose of this study, the following problems should be raised:
1. Are there any interrelations among metacognition, goal orientation and self-efficacy?
2. Are there any relationship between academic achievement and metacognition, goal orientation, and self-efficacy?
3. Are there any significant differences in metacognition, goal orientation and self-efficacy in terms of each academic achievement level (high, moderate, and low level)?
4. How are the overall relationship of metacognition, goal orientation and self-efficacy described in a model?
For this study, 451 students from the middle school located Seoul were sampled. They are 265 first-graders and 189 third-graders of middle school.
As measurement instruments, metaconition scale, goal orientation scale, and self-efficacy scale were used. metacognition scale and goal orientation scale were composed of two subscales: metacogitive knowledge and metacognitive self-regulation, learning and performance goal.
The data of this study were analyzed by the statistical method of correlation coefficient, ANOVA, Scheff test, t-test, multiple regression analysis, and analysis of linear structural relationship through the SAS program.
The results of this study can be summarized as follows:
First, students with high self-efficacy have learning goal orientation and high metacognitive self-regulation ability. Also, students with learning goal orientation have high metacognitive self-regulation ability.
Second, female students tended to have more metacognitive self-regulation ability, meatcognitive knowledge and performance goal orientation than male students.
Third, there were no differences between first grade and third grade students in metacognition, goal orientation and self-efficacy.
Fourth, the relationship between academic achievement and self-efficacy and metacognitive self-regulation is positive. There were statistically significant correlations between academic achievement and metacognitive knowledge, learning goal orientation and performance goal orientation.
Fifth, in the relationships between academic achievement and metacognition, goal orientation and self-efficacy, there were similarity between male and female students.
Sixth, in first grade students, there were no correlation between academic achievement and performance goal orientation. But in third grade students, there were significant correlation between academic achievement and performance goal orientation.
Seventh, self-efficacy, metacognitive knowledge and performance goal orientation were significant predictive variable of academic achievement. Self-efficacy was the largest predictive variable of academic achievement.
Eighth, high level students on academic achievement have high metacognition, learning goal orientation, performance goal orientation and high self-efficacy.
Ninth, self-efficacy directly influence learning goal orientation, performance goal orientation and metacognitive self-regulation. Learning goal orientation, performance goal orientation, metacognitive self-regulation and metacognitive knowledge directly influence academic achievement.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 내용 = 4
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 초인지 = 7
• 1) 초인지의 개념 = 7
• 2) 초인지적 지식 = 9
• 3) 초인지적 자기 조절 = 10
• 4) 초인지와 학업성취 = 14
• 2. 목표지향성 = 15
• 1) 목표지향성의 개념 = 15
• 2) 학습목표지향 = 16
• 3) 수행목표지향 = 17
• 4) 목표지향성과 학업성취 = 18
• 3. 자기효능감 = 19
• 1) 자기효능감의 개념 = 19
• 2) 자기효능감과 학업성취 = 20
• 4. 초인지, 목표지향성, 자기효능감에 관한 선행연구 = 21
• Ⅲ. 연구문제 = 23
• Ⅳ. 연구방법 및 절차 = 24
• 1. 연구대상 = 24
• 2. 측정도구 = 24
• 3. 자료수집 절차 및 방법 = 27
• 4. 자료의 처리 및 분석 = 27
• Ⅴ. 연구결과 해석 및 논의 = 28
• 1. 결과해석 = 28
• 2. 논의 = 39
• Ⅵ. 결론 및 제언 = 44
• 1. 결론 = 44
• 2. 제언 = 45
• 참고문헌 = 47
• 부록 = 55
• 영문초록 = 68