學業成就와 關聯된 自我槪念變因, 不安變因, 學習習慣變因, 成就動機變因, 人成變因에 대한 統合分析 = A Meta-Analysis of Self-Concept Variable, Anxiety Variable, Learning Attitude Variable, Achievement Motivation Variable, and Personality Variable Related to the Academic Achievements

다국어 초록 (Multilingual Abstract)

This study was designed to synthesize quantitatively the master's theses and doctoral dissertations focusing on effects of academic achievements in affective function variable group. This task was accomplished by utilizing the meta-analysis technigue of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 53 master's theses and doctoral dissertations focusing on the effects academic achievements in affective function variable group. The affective function variable group categorized five independent variables in this study. These five independent variables are self-concept, anxiety, learning attitude, achievement motivation, and personality.
This study also assessed the relationship between moderator variables and effect size. The moderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type.
This study set the following questions to be answered.
Problem 1 : How large are the effect sizes of the five independent variables selected in this study?
Problem 2 : How large are the effect sizes of the interaction effect between five independent variahbes and eight moderator variables?
The standard procedures analogous to those performed during primary research were used in this meta-analysis : locating studies(data collection), coding the characteristics and outcomes of the studies (evaluation of date points) and using statistical procedures of meta-analysis in order to describe the overall and subsample effects(data analysis and interpretation).
The result of this study may be summarized as follows.
1. the grand average degree of effect size of the academic achievement factors proposed in this study turned out to be .478. This means that if the average effect size of academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 68.44 percentile. As it were, the latter surpasses the former by 18.44 percentile.
2. Among the five independent variables of academic achievement proposed in this study, learning attitude variable showed the highest effect size, its effect size being 1.134. The second highest one is achievement motivation whose effect size is .752. The 3th highest one is self-concept variable whose effect size is .534. The 4the highest one is personality variable whose effect size is .270. On the other hand, anxiety variable was proved to have the lowest effect size in this study.
3. The learning attitude variable had the most effect on academic achievements regardless of male or female, grades(ages), and subjects.

목차 (Table of Contents)

• I. 序 論
• 1. 問題의 提起
• 2. 硏究의 目的
• 3. 用語의 定義
• II. 理論的 背景
• 1. 自我槪念과 學業成就
• 2. 不安과 學業成就
• 3. 學習習慣과 學業成就
• 4. 成就動機와 學業成就
• 5. 人性과 學業成就
• III. 硏究의 問題
• IV. 硏究의 方法
• 1. 資料의 蒐集
• 2. 資料의 選定
• 3. 資料의 分析
• 4. 資料의 處理
• V. 結果 및 論議
• 1. 結果
• 2. 論議
• VI. 要約 및 結論
• 1. 要約
• 2. 結論