고등학교 학습자의 자기주도성과 공동 의존성 연구

다국어 초록 (Multilingual Abstract)

This thesis is about Self-Directed-learning　and Self-directedness and Co-dependency . The SDL was thought to be a study method for grown up adults so high school students were subjected to the SDL. And they would have Co-dependency Assumimg Self-directedness and Co-dependency are related each other for self-directed learners, Data were collected to enhance the children and teenagers Self-directedness. Furthermore, learners (high school students) around the metropolitan Seoul was the subject of this research. Individual background and characteristic was studied so a tie between self-directedness and individual student could be figured out.`
The subject of the study as 600 students from Seoul, Kang Book area high school using a survey made by kim yong shin (1997) based on survey by kim ji ja, and jim kyung sung in 1995 who used Guglielmino(1977) SDLR to make the survey. The survey has 37 questions appropriate to high school students and 12 questions about individuality, and 34 questions about self-concept about social reliability (Friel 1985).
Total 528 surveys were collected and 510 of them were valid. SPSS/PC+ program was used to analyze the results and t-test, F-test, LSD test were used to figure out the individual variables and self-initiative about Co-dependency. The error factor was about .05 Here are the results,
1) total average of high school students in Seoul area was 125 points. 3.37 points per question (theoretical avg. 5 points) was very close to other research results (kim yong shin, 1997) but it was different that higher women's point and Higher than result by kim mae hee, 1993.
2) In terms of individual characteristics, self-directedness was a factor of sex, grade, parents work. Female students showed higher self-directedness than male students and junior students showed higher self-directedness than sophomore students. Students whose parents were unemployed showed lower self-directedness than students whose parents worked. Other factors like school type, grade, existence of a library, books read in a month, computer usage didnot affect but volunteer work, parents education did affect the statistics much.
3) To figure out the self-concept variable related to self-directedness in social reliability factor, grade, school type, books read in a month, volunteer work was used but it didn't make much difference except sex,. The type of work their parents had didnt matter but whether they had a job or not did affect their co-dependency. If the parents worked, their co-dependency was higher than those who didn't work.
4) Negative relationship between Co-dependency and self-directedness was shown for sex, grade, school type, and existence of a library near home. No meaningful relationship between Co-dependency and self-directedness was shown in computer usage, parents employment, and parents education level but further research in these subjects are called for. It's meaningful that all average of co-dependency are higher than other developed countries. We need care about learner's self-esteem.
Based on such results, to help high school students with their self-directed learning these items are needed:
1) Preparation of many different type of self-initiative study method and strategies based on individual differences in the actual high school classrooms
2) Research of self-initiative study for not only high school students but also for children, teenagers, and for adults
3) Research of relationship in factors that affect self-directedness like: academic environment, process, and negative dynamic relationship between student and the academic environment.
4) Various research area in students home background and self-concept Substantive self-directedness study method appropriate for it

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 목적 = 1
• 2. 연구 내용 = 4
• 3. 용어의 정리 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 자기주도학습 = 7
• (1) 자기주도학습의 필요성 = 7
• (2) 자기주도학습의 개념 = 9
• (3) 아동, 청소년의 자기주도학습 = 18
• (4) 자기 주도학습 선행 연구 = 21
• (5) 개인 특성 변인과 자기주도성 = 26
• 2. 공동의존성 = 39
• (1) 공동의존의 개념 = 39
• (2) 공동의존의 일반적 특징 = 43
• (3) 공동의존적 자아의 특징 = 45
• Ⅲ. 연구 방법 = 47
• 1. 연구 대상 = 47
• 2. 연구 도구 = 48
• 3. 연구 절차 = 52
• 4. 자료 처리 = 52
• 5. 연구의 제한점 = 53
• Ⅳ. 결과 및 해석 = 56
• 1. 학습자의 자기주도성 수준 = 54
• 2. 학습자의 개인 특성 변인에 따른 자기주도성 = 55
• 3. 학습자의 공동의존성 = 67
• 4. 자기주도성과 공동의존과의 상관관계 = 75
• Ⅴ. 요약 및 결과 = 76
• 1. 요약 = 76
• 2. 결과 및 제언 = 80
• 참고 문헌 = 83
• ABSTRACT = 89
• 부 록(설문지) = 92