초등학생의 자기조절 능력 향상을 위한 지도법 연구

다국어 초록 (Multilingual Abstract)

This research is to examine the change of the self-regulatory behavior through the teacher’s direction and to develop the way of improving more effective self-regulation in an environment that an elementary student autonomically set his or her own self-regulatory. Self-regulation is the ability to understand others` points of view and find his or her own problems, set the goals to solve and monitor them, correct particular actions, intentionally refrain from inappropriate actions for the better future, and reserve his or her own present instinctive actions. To verify the aim of this research, I let a test group set its own self-regulation goal autonomically and bring about the change of the action for itself. A regulation group is one that a teacher in charge of a class can point out students` inadequate actions and correct them. The outcomes of this research are as follows. First, the test group improved such abilities as setting its goals, making concrete plans, and monitoring them, in other words, regulating the actions more remarkably than the regulation group, especially six months after setting and achieving the goals. Second, the relationship between the self-regulation ability and the achievement is characterized that talented students accomplished their goals higher than an ordinary students. Third, the difference between self-regulation and gender distinction is marked that girl students generally attained their goals higher than boy students, especially in the area of making concrete plans and monitoring. Lastly, a more effective way of teaching for improving self-regulation is proved that students in the earlier stage of development are advised to do things collectively rather than by themselves, and to announce their self-regulation goals rather than keep them in their minds. Anyone else’s monitoring helps to improve self-regulation ability along with its own monitoring. However, there are some problems to face in case the self-regulation program is proceeded collectively alone. They are referred to such as imitating other classmates` self-regulation goals, changing them according to a teacher’s praise or scolding, and occasionally the teacher’s praise or scolding has great effects on the student’s own monitoring and other students` monitoring. We are faced by the reality that a teacher should teach over 10 subjects to over 40 students of a variety of ways of living habits in one class. Under this circumstance, it is considered very important for the student to find his own inappropriate actions and correct them, which we call self-regulation ability, and it is strongly recommended that the most effective way to attain those goals is to advise students, teachers and parents to cooperate one another.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 4
• II. 이론적 배경 = 5
• 1. 자기조절 = 5
• (1) 자기조절 능력의 정의 = 5
• (2) 자기조절 능력의 발달 = 8
• (3) 자기조절 방법 = 10
• 2. 목표설정 = 12
• (1) 목표 설정의 중요성 = 12
• (2) 자지조절과 목표설정 = 14
• (3) 목표 설정 방법 = 17
• 3. 모니터링 = 20
• (1) 자기조절과 모니터링 = 20
• 4. 만족지연 = 24
• (1) 만족지연의 정의 = 24
• (2) 만족지연의 방법 = 27
• 5. 자기 효능감 = 28
• (1) 자기효능감의 정의 = 28
• (2) 자기조절과 자기효능감 = 29
• 6. 선행연구의 고찰 = 32
• (1) 자기조절에 관한 선행연구 = 32
• (2) 목표 설정 방법과 관련된 선행연구 = 33
• (3) 자기 모티터링의 선행연구 = 35
• (4) 만족지연의 선행연구 = 37
• (5) 자기효능감의 선행 연구 = 37
• III. 연구의 방법 = 40
• 1. 설문연구 = 40
• (1) 연구대상 = 40
• (2) 조사도구 = 40
• (3) 자료의 통계처리 방법 = 41
• 2. 질적 연구 = 41
• (1) 적용 및 평가 기간 = 41
• (2) 연구의 방법 = 42
• IV. 연구의 결과 = 47
• 1. 양적 연구의 결과 = 47
• 2. 질적연구 결과 = 60
• V. 결론 = 80
• 1. 연구 결과의 요약 = 80
• 2. 차후의 연구과제 = 82
• 참고문헌 = 84
• ABSTRACT = 93
• 부록1 = 96
• 부록2 = 99