사고양식과 자기조절학습전략 및 학업성취의 관계 = Relationship of Thinking Styles, Self-Regulated Learning Strategies and Academic Achievements

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationship of thinking styles, self -regulated learning strategies and academic achievements.
The factors examined in this study were students' thinking styles, students' self-regulated learning strategies and academic achievements in Korean language, Mathmatics, Foreign Language and total achievements.
To achieve this purpose, the following hypotheses were examined :
First, thinking styles would affect self- regulated learning strategies.
Second, thinking styles would affect academic achievements.
Third, self-regulated learning strategies would affect academic achievements.
Finally, academic achievements would be related to the interaction of thinking styles and self-regulated learning strategies.
In order to the test these hypotheses, 359 high school students(l64 boys and 195 girls) were randomly sampled from Jeon-ju city. As research instruments, "Thinking Style Inventory Short Version"(Sternberg & Wangner, 1991) translated by Yun Mi Sun(1997) and the survey of self-regulated learning strategies (Yang Myong Hee, 2000) were used. Academic achievements attained in the mock examination for Scholastic Aptitude Test in April, 2003. An SPSS program was used to correlation analysis, multiple regression analysis and multivariate analysis of the collected test results.
Based on the major findings, the conclusions were drawn as follows :
First, thinking styles affect self -regulated learning strategies, and thinking styles had influence on all the three types(cognition, motivation, and behavior) of self-regulated learning strategies.
The type of thinking styles(Type I , Ⅱ affect self-regulated learning strategies. Type I thinking styles were positively related with self-regulated learning strategies and Type Ⅱ thinking styles were slightly related to self-regulated learning strategies. Second, thinking styles affect academic achievements. However, the statistically significant effect on Korean Language aptitude was not found. Type I thinking styles were positively related to academic achievements and TypeⅡ thinking styles were slightly related to academic achievements
Third, self -regulated learning strategies affect academic achievements. However Korean language aptitude was not significantly affected by self-regulated learning strategies. High level self -regulated learning strategies were positively related to academic achievements and low level self-regulated learning strategies were slightly related to academic achievements
Finally, it was clear that thinking styles and self-regulated learning strategies affect academic achievements separately, but a statistically significant effect on interaction with each factors was not found. Two factors were positively related to academic achievements in correlation analysis, but significant evidence in multivariate analysis was not found.
A by-product of this study was its finding that thinking styles and self-regulated learning strategies were significantly related to academic achievements, which confirmed previous research findings. Not only the nature of the relationships of thinking styles and self-regulated learning strategies to academic achievements required further investigation, but also practical study for solving individual differences of academic achievements should be carried out in the various educational environments.

목차 (Table of Contents)

• 목차 = i
• 표차례 = iii
• 그림차례 = iii
• ABSTRACT = iv
• I. 서론 = 1
• 1. 연구의 목적과 필요성 = 1
• 2. 연구 문제 = 7
• 3. 용어의 정의 = 8
• II. 이론적 배경 = 9
• 1. 사고양식 (Thinking Styles) = 9
• 가. 양식의 의미와 특성 = 9
• 나. 양식 연구의 기원 및 분류 = 11
• 다. 사고양식의 의미 = 17
• 2. 자기조절학습전략 = 22
• 가. 자기조절학습전략의 개념 및 특징 = 22
• 나. 자기조절학습전략의 태동과 이론적 발달 = 26
• 다. 자기조절학습전략의 구성요인 = 32
• 라. 자기조절학습전략의 측정 = 39
• 3. 선행연구 = 41
• 가. 사고양식과 학업성취 = 41
• 나. 자기조절학습전략과 학업성취 = 42
• 다. 사고양식·자기조절학습전략·학업성취 = 43
• III. 연구의 가설 = 45
• IV. 연구방법 및 절차 = 46
• 1. 연구 대상 = 46
• 2. 연구 절차 = 46
• 3. 측정도구 = 47
• 가. 사고양식측정도구 = 47
• 나. 자기조절학습전략 측정도구 = 48
• 4. 분석 방법 = 50
• V. 연구 결과 및 해석 = 51
• 1. 사고양식과 자기조절학습전략의 관계 = 51
• 2. 사고양식에 따른 학업성취 수준의 차이 = 54
• 3. 자기조절학습전략에 따른 학업성취 수준의 차이 = 56
• 4. 학업성취에 대한 사고양식과 자기조절학습전략의 상호작용효과 = 57
• VI. 논의·요약 및 결론 = 60
• 1. 논의 = 60
• 2. 요약 및 결론 = 62
• 참고문헌 = 66
• 부록 1. 사고양식검사지 = 76
• 부록 2. 자기조절학습전략검사지 = 81