중학생의 목표지향성, 자기조절학습 및 자기효능감과의 관계 = A Study on the Relationships among Goal Orientation, Self Regulated Learning and Self-efficacy of Middle School Student

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationships among goal orientation, self regulated learning and self-efficacy of middle school student.
In order to Achieve the purpose of this study, the following problems should be raised:
1. Are there any interrelations between goal orientation and self regulated learning?
2. Are there any interrelations between self regulated learning and self-efficacy?
3. Are there any interrelations between goal orientation and self-efficacy?
4. Are there any interrelations among goal orientation, self regulated learning and self-efficacy?
For this study, 424 students from the middle school which is Located in Seoul were sampled. They are all second-graders of middle school.
As measurement instruments, goal orientation scale, self regulated learning scale and self-efficacy scale were used. Goal orientation scale and self regulated learning scale were composed of two subscales : learning and performance, cognitive strategy and self regulation.
The data of this study were analyzed by the statistical method of correlation coefficent, t-test and multiple regression analysis through the SPSS program.
The result of this study can be summarized as follows :
First, in the interrelations among goal orientation, self regulated learning and self-efficacy, there was no difference between male and female students but cognitive strategy.
Second, the relationships between goal orientation and self regulated learning are positive. There were statistically significant correlations between goal orientation and self regulated learning. Students with high learning goal orientation or performance goal orientation have higher self regulated learning. Learning goal orientation and performance goal orientation were significant predictive variables of self regulated learning. Learning goal orientation was the largest predictive variable of self regulated learning.
Third, the relationships between self regulated learning and self-efficacy are positive. Students with high self regulated learning have higher self-efficacy.
Fourth, the relationships between goal orientation and self-efficacy are positive. There were statistically significant correlations between goal orientation and self-efficacy. Students with high learning goal orientation or performance goal orientation have higher self-efficacy. Learning goal orientation and performance goal orientation were significant predictive variables of self-efficacy. Learning goal orientation was the largest predictive variable of self-efficacy.
Fifth, the relationships among goal orientation, self regulated learning and self-efficacy are positive. Students with high self-efficacy tend to use more self regulated learning strategy and have higher learning goal orientation.
Self regulated learning and self-efficacy were significant predictive variables of goal orientation. Self regulated learning was the largest predictive variable of goal orientation.
Goal orientation and self-efficacy were significant predictive variables of Self regulated learning. Self-efficacy was the largest predictive variable of Self regulated learning.
Goal orientation and Self regulated learning were significant predictive variables of self-efficacy. Self regulated learning was the largest predictive variable of self-efficacy.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 취지 및 목적 = 1
• 2. 연구의 내용 = 3
• II. 이론적 배경 = 5
• 1. 목표지향성 = 5
• 1) 성취목표 = 5
• 2) 목표지향성의 개념 = 5
• 3) 목표지향성의 유형 = 6
• 2. 자기조절학습 = 8
• 1) 자기조절학습의 개념 = 8
• 2) 자기조절학습의 구성요소 = 10
• 3) 자기조절학습의 이론적 조명 = 12
• 3. 자기효능감 = 14
• 1) 자기효능감의 개념 = 14
• 2) 자기효능감의 습득 = 15
• 4. 선행연구의 고찰 = 17
• 1) 목표지향성과 자기조절학습의 관계에 관한 연구 = 17
• 2) 자기조절학습과 자기효능감의 관계에 관한 연구 = 19
• 3) 목표지향성과 자기효능감의 관계에 관한 연구 = 21
• 4) 목표지향성과 자기조절학습, 자기효능감의 관계에 관한 연구 = 21
• III. 연구문제 및 가설 = 23
• 1. 연구문제 = 23
• 2. 가설 = 24
• IV. 연구방법 및 절차 = 26
• 1. 연구대상 = 26
• 2. 측정도구 = 27
• 3. 자료수집 절차 및 방법 = 28
• 4. 자료의 처리 및 분석 = 29
• V. 결과 해석 및 논의 = 30
• 1. 결과 해석 = 30
• 2. 논의 = 46
• VI. 결론 및 제언 = 50
• 1. 결론 = 50
• 2. 제언 = 51
• 참고문헌 = 52
• 부록 = 58
• 영문요약 = 64