자기결정성 학습동기, 메타인지, 자기주도적 학습능력 및 학습몰입과 학업성취 간의 구조적 관계 = Analysis of the structural relationships among self-determination motivation to learn, metacognition, self-directed learning ability, learning flow, and school achievement

다국어 초록 (Multilingual Abstract)

The purpose of the study was to investigate the structural relationships among self-determination motivation to learn, metacognition, self-directed learning ability, learning flow, and school achievement of high school students. The participants of the study were 427 first grade high school students. Structural Equation Modeling(SEM) using AMOS 7.0 was employed to examine the relationships. The major findings of the study were as follows; self-determination motivation to learn had direct effects on metacognition, self-directed learning ability, learning flow and had indirect effects on school achievement using other mediating variables(metacognition, self-directed learning ability, learning flow). These results show that there were close relationships among variables. Therefore, to maximize school achievement, it is needed to promote self-determination motivation to learn, metacognition, self-directed learning ability and learning flow in an integrated way.

국문 초록 (Abstract)

본 연구는 고등학생들의 자기결정성 학습동기, 메타인지, 자기주도적 학습능력 및 학습몰입과 학업성취 간의 구조적 관계를 검증하기 위하여 수행되었다. 이를 위하여 충북지역과 대전광역시에 위치한 고등학교에 재학 중인 1학년 학생들을 대상으로 표집하였다. 최종적으로 전체 427명의 자료가 분석에 포함되었으며, 수집된 자료는 Amos 7.0 프로그램을 이용한 구조방정식모형으로 구조적 관계를 확인하였다. 본 연구에서 밝혀진 결과는 다음과 같다. 고등학생들의 자기결정성 학습동기는 메타인지, 자기주도적 학습능력 그리고 학습몰입에 직접적인 영향을 미칠 뿐만 아니라 자기주도적 학습능력에는 메타인지를 통해서, 학습몰입에는 메타인지와 자기주도적 학습능력을 통해서, 그리고 학업성취에는 메타인지, 자기주도적 학습능력, 학습몰입을 통해서 간접적으로도 영향을 미쳤다. 이와 같은 결과는 자율적이고 주도적인 성격을 지닌 학습자의 특성이라고 할 수 있는 자기결정성 학습동기, 메타인지, 학습몰입, 자기주도적 학습능력은 단일 변수로 영향력을 행사하기 보다는 서로 연계되어 높은 학업성취를 이끌어 낸다고 할 수 있다.

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