자기조절학습 전략훈련이 중학생의 자기효능감과 영어듣기능력에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of self-regulated learning strategy training on middle school students' self-efficacy and English listening ability. The specific research problem of this study were as follow :
First, identifying the effects of self-regulated learning strategy training on use improvement of middle school students' self-regulated learning strategy.
Second, identifying the effects of self-regulated learning strategy training on middle school students' self-efficacy and English listening ability improvement.
The main hypotheses tested were as follows :
First, the experimental group trained self-regulated learning strategy will use more self-regulated learning strategy than control group not trained.
Second, the experimental group trained self-regulated learning strategy will be higher self-efficacy than control group not trained.
Third, the experimental group trained self-regulated learning strategy will increase more English listening ability than control group not trained.
The subjects of this study were 157 middle school students(male:75, female:82). The average age is 14. Then they were randomly assigned to experimental group and control group, The measurement instruments of this study were self-regulated learning strategy test, self-efficacy test and English listening ability test. The independent variable of this study was self-regulated learning strategies training. And the dependent variables were to score of self-regulated learning strategies, self-efficacy and English listening ability test. A experimental design of this study was pretest-post test control group design.
The experimental treatment was self-regulated learning strategies training during eight weeks. Statistical analysis was performed by the technique of ANCOVA in SPSS/PC+ 10,0. The results of this study were as follows :
First, the experimental group trained self-regulated learning strategies used more self-regulated learning strategy than the control group not trained.
Second, the experimental group trained self-regulated learning strategies were more high self-efficacy than the control group not trained.
Third, there was a significant difference between the experimental group trained self-regulated learning strategies and the control group not trained in English listening ability.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구 필요성 = 1
• 2. 연구 목적 = 3
• 3. 연구 가설 = 3
• 4. 용어 정의 = 4
• II. 이론적 배경 = 5
• 1. 자기조절학습 = 5
• 2. 자기조절학습 전략 = 11
• 3. 자기조절학습 전략과 자기효능감 = 16
• 4. 자기조절학습 전략과 영어듣기능력 = 18
• III. 연구 방법 = 21
• 1. 연구 대상 = 21
• 2. 연구 설계 = 21
• 3. 연구 도구 = 22
• 4. 자료 처리 = 24
• IV. 결과 = 25
• 1. 자기조절학습 전락사용 득점분석 = 26
• 2. 자기효능감 득점분석 = 27
• 3. 영어듣기능력 득점분석 = 28
• V. 논의 = 29
• VI. 결론 및 제언 = 32
• 1. 결론 = 32
• 2. 제언 = 32
• 참고문헌 = 33
• 영문초록 = 42
• <부록 1> 자기조절학습 전략 검사 = 44
• <부록 2> 자기효능감 검사 = 46
• <부록 3> 자기효능감 검사 답안지 = 48
• <부록 4> 자기조절학습 전략 훈련프로그램 = 49
• <부록 5> 자기조절학습 전략 실천기록장 = 52