자기조절학습의 구성요소로서 동기조절과 학업성취화의 관계 = The relationship Between Students' Motivational Regulation as a Component of Self-Regulated Learning and Academic Achievement

국문 초록 (Abstract)

보면, 학생들의 자기조절학습의 구성요소로서 동기조절과 자기조절학습, 학업성취 사이에는 정적인 관계가 있었다. 그리고 동기조절을 통해 자신의 학업적 과제에 적극적으로 참여 유지하는 학생은 그렇지 않은 학생보다 많은 적응적인 학업적 결과를 나타냈다. 이런 결과는 자기조절학습에서 동기조절의 중요성을 강조하는 경험적 증거가 될 것이다. 또 동기조절이 학업적 성취에 공헌하고 예언하는 요인으로서 자기조절학습의 중요한 측면임을 지지한다.본 연구의 결과를 바탕으로 후속 연구를 위해 다음과 같은 제언을 하고자 한다. 첫째, 동기조절에 대한 연구가 1990년대 이후 Wolters에 의해 본격화, 구체화되었으나 다양한 경험적 연구가 부족한 실정이다. 동기조절의 개념화 연구나 다른 동기적 변인들과의 관련성 연구 등 좀 더 경험적인 후속연구가 지속적으로 이루어져야 한다. 둘째, 본 연구의 결과를 일반화하기 위해 대학생 뿐 아니라 초, 중 고등학생으로 연구의 대상을 확대하여 학생들의 동기조절 특성의 발달적 측면을 살펴보아야 할 것이다. 이러한 학생들의 학년별, 연령별 동기조절 특성은 학습동기 중재프로그램을 개발하는데 중요한 자료가 될 것이다. 셋째, 학생들의 동기조절 특성을 바탕으로 편향된 동기조절 특성을 조금 더 다양화 구체화 시킬 수 있는 중재프로그램의 개발이 시급하다. 상급학교 진학을 목적으로 수행목표지향적인 특성과 제한된 동기조절전략만을 사용하기보다 적극적이고 다양한 동기조절전략의 활용을 통해 자신의 학습동기를 유지, 강화할 수 있는 중재 프로그램이 개발되어야 할 것이다. 넷째, 동기조절을 측정할 수 있는 신뢰롭고 타당한 방법들이 개발되어야 한다. 이것은 동기조절의 개념화와 함께 측정도구의 개발도 병행되어야 함을 의미한다.

다국어 초록 (Multilingual Abstract)

The relationship Between Students' Motivational Regulation as a Component of Self-Regulated Learning and Academic Achievement

KIm, Eun-Young․Park, Seung-Ho

This study was conducted to investigate the relationship between students' motivational regulation as a component of self-regulated learning and academic achievement. The research problems of this study were as follows: 1) What strategies do students use to regulate their motivation? 2) Is there a significant relationship between students' motivational regulation and self-regulated learning? 3) Is there a significant relationship between students' motivational regulation and academic achievement? The subjects of study were 906 university students. MSLQ (Motivated Strategies for Learning Questionnaire) and MRSI (Motivational Regulation Strategy Inventory) and GPA (grade point average) were used for this survey. The major findings of the study were the followings: First, students regulated their level of efforts in academic tasks by using a variety of cognitive, volitional, and motivational strategies. Students reported a variety of distinct, and identifiable strategies coping with the three motivational problems presented. Students reported using cognition, performance goals, and positive -willpower more frequently than the other motivational strategies. Second, Students' motivational regulation were positively correlated with self-regulated learning and academic achievement. Third, results from a series of multiple regressions indicated that students' use of motivational regulation strategies did predict significantly their use of self-regulated learning and academic achievement.
Key words : motivational regulation, self-regulated learning, academic achievement

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