자기조절 학습전략 훈련이 학습장애자의 자기효능감 및 학업성취에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this thesis is to analyze the effects of Self-regulated Learning Strategy Training on self-efficacy and learning achievement of the learning Disabled. The thesis deal with the following three main questions. First, Self-regulated Learning Strategy Training would improve self-efficacy of the learning Disabled. Second, Self-regulated Learning Strategy Training would improve learning achievement of the learning Disabled. Third, there will be difference between self-efficacy level and learning achievement level of the learning Disabled.
And this thesis deal with the following three hypothese.
Hypothsis 1: The experimental group students who have received Self-regulated Learning Strategy Training will make the higher improve in self-efficacy than the control group students who have not. Hypothsis 2: The experimental group students who have received Self-regulated Learning Strategy Training will make the higher scores in learning achievement than the control group students who have not. Hypothsis 3: The higher self-efficacy level of the learning Disabled, the higher learning achievement level of them.
Analysis method use to verify three hypothese were M, SD t-test, Paired t-test, One-Way ANOVA, Tukey HSD Post Hoc Tests in significant level 5% through SPSS 10.0 for windows.
The conclusions of the thesis are as follows. First, The experimental group students who have received Self-regulated Learning Strategy Training were the higher improve in self-efficacy than the control group students who have not. Second, The experimental group students who have received Self-regulated Learning Strategy Training were out of all relation to made the higher scores in learning achievement than the control group students who have not. Third, The self-efficacy's top group of the learning Disabled obtained only high scores in learning achievement

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 및 가설 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 자기조절 학습전략의 개념과 구성요소 = 7
• 2. 학습장애자의 개념과 특성 = 10
• 3. 자기효능감의 개념과 형성 = 15
• 4. 선행연구 고찰 = 18
• Ⅲ. 연구 방법 = 21
• 1. 대상 = 21
• 2. 도구 = 22
• 3. 실험설계 및 절차 = 24
• 4. 자료분석 = 26
• Ⅳ. 결과 = 28
• 1. 자기조절 학습전략 훈련과 자기효능감 향상 = 28
• 2. 자기조절 학습전략 훈련과 학업성취 향상 = 30
• 3. 자기효능감 향상 수준과 학업성취 수준과의 관계 = 33
• Ⅴ. 논의 = 36
• Ⅵ. 요약 및 결론 = 38
• 1. 요약 = 38
• 2. 결론 = 39
• 3. 제언 = 40
• 참고문헌 = 42
• ABSTRACT = 47
• 부록1. 학습장애 평정 척도 = 49
• 부록2. 자기조절 학습전략 훈련 프로그램 = 56
• 부록3. 자기조절 학습 기록장 = 61
• 부록4. 자기효능감 검사 = 62
• 부록5. 학업성취도 검사 = 66