성격유형과 자기조절학습능력 및 학업성취와의 관계 연구

다국어 초록 (Multilingual Abstract)

This study attempts to investigate relationship among personality types of psychological preference trends, self-regulated learning abilities and scholastic achievements on the basis of Jung's Theory of Personality Temperament in Libido, provided that each individual has different behavioral characteristics in trying to participate and achieve in schoolworks according to personality types.
This study examined what relationship is found among self-regulated learning abilities, scholastic achievements and psychological preference trends of high school students, and what trend has relationship with self-regulated learning among psychological preference trends. Also, this study examined what relationship is found between scholastic achievements and harmony of psychological preference trends that is, temperament types and self-regulated learning abilities.
The personality types were studied by focusing on psychological preference trends and 4 temperaments(SJ, SP, NT, NF). The subjects of this study were first, second and third-year 495 students of high schools located in Y area of Gyongbuk. In this study, testings of MBTI personality types, self-regulated learning strategies and learning achievements were used.
The findings of this study are as follows ;
First, a difference in the whole of self-regulated learning abilities and the sub-factors was found according to 4 psychological preference trends.
Second, SJ temperament and NT temperament among 4 temperament types showed a significant difference in the aspect of self-regulat on motive, method, physical environment and social environment. Also, SJ temperament and NF temperament showed a significant difference in the aspect of self-regulat on time and environment.
Third, a higher self-regulated learning group showed significantly higher scholastic achievements than lower one.
Therefore, it is concluded that personality types and self-regulated learning abilities are key factors to predict scholastic achievements.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 및 연구가설 = 4
• 3. 용어의 정의 = 5
• II. 이론적 배경 = 7
• 1. 자기조절학습 = 7
• 2. 성격유형론 = 22
• III. 연구 방법 = 36
• 1. 연구대상 = 36
• 2. 검사의 도구 = 36
• 3. 자료처리 = 38
• IV. 결과 및 해석 = 39
• V. 논의 = 55
• VI. 결론 및 제언 = 60
• 1. 결론 = 60
• 2. 제언 = 60
• 참고문헌 = 62
• 영문초록 = 70
• 부록 = 72
• <부록> 자기조절학습전략 검사 = 74