자기조절 학습이 학생의 학습동기와 학업성취도에 미치는 영향 = Effects of Self-regulated Learning on Student's Motivation to Learn and Academic Achievment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of self-regulated learning on learner's learning motive and academic achievement.
In order to accomplish this purpose, the research questions were established as follows:
1. Depending on self-regulated learning methods, is there any difference of a learning motive between the experimental group and the control group?
2. Depending on self-regulated learning methods, is there any difference of an academic achievement between the experimental group and the control group?
To resolve the research questions, two hypotheses were established.
1. Self-regulated learning will enhance learner's learning motive.
2. Self-regulated learning will enhance learner's academic achievement.
For this study, one experimental group and one comparative group were set up. They consisted of 40 students in two classes of third grade of B elementary school in Jeongeup city. And then learner's learning motive test and academic achievement test were given as a pretest. As a result, there were not significant differences between the experimental group and the control group.
The experimental treatment program used in this study were drawn from self-regulated learning strategies training developed by Zimmerman and Martinez-Pons(1986). The learning motive test was used a questionnaire which was invented by Pintrich and De Groot(1990).
To analyse the results, t-test was conducted by using SPSS 10.0 for windows. The conclusion of this study are listed below:
First, there is significant difference of a learning motive between the experimental group and the control group.
Second, there is significant difference of an academic achievement between the experimental group and the control group.
In conclusion, the program practiced in this study was effective on enhancement the learner's learning motive and academic achievement.

목차 (Table of Contents)

• Abstract
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 자기조절 학습전략 = 6
• 2. 학습동기 = 13
• Ⅲ. 연구 방법 = 20
• 1. 실험 대상 = 20
• 2. 실험 도구 = 20
• 3. 실험 설계 = 22
• 4. 실험 절차 = 22
• 5. 수업 절차와 학습내용 = 23
• 6. 자료의 처리 및 분석 = 26
• Ⅳ. 연구결과 해석 및 논의 = 27
• 1. 연구결과 해석 = 27
• 2. 논의 = 30
• Ⅴ. 요약 및 결론 = 32
• 1. 요약 = 32
• 2. 결론 = 34
• 참 고 문 헌 = 36
• 부 록 = 41
• 표 목 차
• <표 Ⅱ-1> 자기조절 학습전략 = 9
• <표 Ⅱ-2> 자기조절 학습전략의 분류 = 10
• <표 Ⅱ-3> 자기조절 학습자 유형 = 10
• <표 Ⅲ-1> 연구대상 학생 수 = 20
• <표 Ⅲ-2> 자기조절 학습 수업절차 = 24
• <표 Ⅲ-3> 자기조절 학습내용 = 25
• <표 Ⅳ-1> 학습동기의 사전 검사결과 = 27
• <표 Ⅳ-2> 학습동기의 사후 검사결과 = 28
• <표 Ⅳ-3> 수학과 학업성취도 사전 검사 결과 = 29
• <표 Ⅳ-4> 수학과 학업성취도 사후 검사 결과 = 30
• 그 림 목 차
• <그림 Ⅱ-1> 자기조절 학습의 인과 모형 = 7
• <그림 Ⅲ-1> 실험설계 = 22