자기조절학습과 학업성취의 분석적 고찰 = An Analytic Study on the Relationship between Self-Regulated Learning and Academic Achievement

다국어 초록 (Multilingual Abstract)

The major purpose of this study was to understand the relationship beween self-regulated learning and academic achievement. This papers is also to introduce the conceptual framework of self-regulated learning and to review recent research articles which are relaed to self-regulated learning.
Educational psychologist have long studied individual differences to explain processes of learning and to predict student's achievements. Whereas past research tended to focus on a single aptitude or one category of aptitude, research now supports the notion that complexes of aptitudes must be addressed in instruction. Recently, views of aptitude have been elaborated by including various motivational variable and metacognitive skills in aptitude complexes. The result is that multifaceted construct called self-regulated learning share a view of students as metacognitively, motivationally, or behaviorally active promoters of their academic achievement(Zimmerman, 1986, 1989).
Thie definition assumes the importance of three components: motivation, metacognition, and learning strategies. Systemic use of motivation, metacognition and learning strategies is a key feature in the most definitions of self-regulated learners. For these reasons, motivation, metacognition, and learning strategies were considered as important components of successful academic achievement and self-regulated learning in my self-regulated learning model.
Cleary, students' use of these self-regulated learning components were strongly associated with superior academic functioning.
The educational implication of self-regulated learning is following: When students often appear to lack both the will and skill to achieve academically, educators need instructional approachers that can offer direction and insight into the processes of self-regulated learning.