학습자의 목표지향과 자기조절학습에 관한 사회인지적 접근 = A Social Cognitive Study on Students7 Goal Orientation and Self-Regulated Learning

다국어 초록 (Multilingual Abstract)

This study was an attempt to investigate students' self-regulated learning by examining students' motivational beliefs and their use of cognitive, metacognitive, metamotivational, and volitional strategies. A total number of 321 children participated in the study including 159 third-graders, 162 fourth-graders. The students responded to a self-report questionnaire on self-efficacy, mastery and performance goal orientation, deep and surface cognitive strategy use, metacognition, metamotivation, and volitional control.
The current study found that students with high volitional control reported using more deep learning strategies, being more mastery oriented, feeling more self-efficacious, using more metacognitive strategies, and being more metamotivated. In addition, students who were high in mastery goal orientation and self-efficacy seemed to be more likely to use deep learning, metamotivational, and metacognitive strategies.
Students' achievement scores on all these subjects were negatively correlated with students' reported use of surface learning strategies and performance goal orientation. However, surprisingly, a negative relationship was found between metamotivation and academic achievement. Volitional control showed significant positive relationships with Achievement scores and Cloze Test, but not that much with Error Detection Test.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 방법
• Ⅲ. 경과
• Ⅳ. 논의 및 결론
• 참고문헌