가정환경과 자기 주도적 학습태도가 학업성취도에 미치는 영향 = Influence to which living environment and self leading study attitude attributes

다국어 초록 (Multilingual Abstract)

Factors that scholastic achievement is concluded are different for each learner and each condition. While mutual relationship among factors of scholastic achievement could be also important, but, recent studies have dealt with relationship between a factor and scholastic achievement, and studies of examining the relationships among each factors have hardly been done. For this reason, the study is dedicated to analyze mutual relationship among the factors of especially 'social and economical environment', 'self leading study attitude' and 'scholastic achievement', and to do that, following hypotheses have been formed.
Firstly, scholastic achievement of learner who has good social and economical environment must be higher than one who has not,
Secondly, scholastic achievement of learner who has self leading study attitude,
Thirdly, economical environment of home as well as social and cultural background give positive influence to self leading study attitude of learner.
A questionnaire was made with random sampling from each class considering liberal arts department, vocational department, male and female from the first grade of high schools of Sun Cheon area, It consisted of questions for knowing social and economical background, and self leading study attitudes of each learners. For data, which have been gathered, one directional analysis, mutual relationship analysis and multi reversion analysis were done.
From the result of those, both economical background of home and self leading study attitudes of each learners were proven to exert influence on scholastic achievement, and self leading study attitudes have something to do with social status of home. From a more detailed research of these, it has been revealed that social and cultural background of home than economical environment gives higher influence.
From analysis on mutual relationships of social and economical background of home, self leading study attitudes of each learners and scholastic achievement, it has been proven that self leading study attitudes than social and economical background of home gives higher influence. Through this test, we have known that the social and cultural background from social and economical background of home gives a little bit more influence on self leading study attitudes of each learners and scholastic achievement than economical background of home.
If scholastic achievement, which, so we called, is result from education, is decided only by social and economical background of home, the background which are different for each learners will give different educational opportunities, thus social and economical inequality of each homes make social inequality, which will be delivered to next generations. But, fortunately, from the study, it has been proven that self leading study attitudes than social and economical background of home gives higher influence on scholastic achievement, the social and cultural background from social and economical background of home than economical background gives more influence on self leading study attitudes of each learners.
The conclusion of the study has important meaning that inequality of social and economical background of each homes can be replaced with endeavor or belief of learners themselves. If there are any references from the conclusion to school, home or home education, school must give every effort to lead class or other fields in the direction of promoting the best self leading study attitudes, home also has to make the environment that learners do study theirselves more than repressive one. Especially for high school students, it is more important that the role of learners' parents is to provide them with care, talk, democratic and cultural home environment, and understand them as social or family members than provide them with economical support.
I have felt the lack of measuring tools to gauge each variables for the study. I think that more studies and efforts to develope various tools to measure home environment, self leading study attitudes and scholastic achievement are needed.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 범위 및 제한점 = 2
• II. 이론적 배경 = 4
• 1. 학업성취의 개념과 결정요인 = 4
• 1) 학업성취의 개념 = 4
• 2) 학업성취의 결정요인 = 5
• 2. 가정의 사회경제적 배경과 학업성취 = 5
• 3. 자기 주도적 학습과 학업성취 = 7
• 1) 자기 주도적 학습의 개념 = 7
• 2) 학습참여 동기 = 9
• 3) 자기 주도적 학습과 학업성취도와의 관계 = 10
• 4. 가정의 사회경제적 배경과 자기주도적 학습태도의 관계 = 11
• III. 연구방법 = 14
• 1. 분석모형 = 14
• 2. 가설 설정 = 14
• 3. 연구의 방법 및 절차 = 15
• 1) 조사대상 및 자료수집 = 15
• 2) 설문지의 구성 및 내용 = 15
• 3) 변수의 구성 = 16
• 4) 자료처리 = 18
• IV. 결과 분석 = 19
• 1. 조사대상의 사회인구학적 특성과 성적분포 = 19
• 2. 학업성취도·사회경제적배경·자기주도적학습태도의 상관관계분석 = 24
• 3. 사회경제적 배경이 자기 주도적 학습태도에 미치는 영향 = 26
• 1) 상관 계수 분석 = 26
• 2) 회귀분석 = 28
• 4. 사회경제적 배경과 자기 주도적 학습태도가 학업성취도에 미치는 영향 = 33
• 1) 가정의 사회경제적 배경이 학업성취도에 미치는 영향 = 33
• 2) 자기주도적 학습태도와 사회경제적 배경이 학업성취도에 미치는 영향 = 38
• VII. 결론 및 제언 = 45
• 1. 결론 = 45
• 2. 시사점 및 제언 = 47
• 참고문헌 = 49
• 부록1 일원 분산분석과 상관계수 결과 = 51
• 1. 가정의 사회경제적 배경과 학업성취도 = 51
• 2. 자기 주도적 학습태도와 학업성취도간의 일원분산분석 = 52
• 부록2:설문지 = 58