초등학교 고학년 학생의 5요인 성격 특성과 자기주도학습력과의 관계 = The Relationship between Big Five Personality Traits and Self-directed Learning Ability of Elementary School Firth and Sixth Graders

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the relationship between big five personality traits by the NEO personality assessment system and self-directed learning ability of fifth and sixth graders in elementary schools.
In the survey, 312 students of M elementary school in Busan metropolitan city answered the questionnaires and, among them, 300 meaningful data are analysed.
I used NEO personality assessment system which was constructed by Ahn, Kim and Ahn(2006b), self-directed learning ability readiness scale(Elementary form) constructed by Guglielmino(1977), translated by Kim(1996) and modified by Nam(2003) in this research.
With the data from the students, various statistical analyses were performed such as Pearson's correlation analysis, standard multiple regression analysis and stepwise multiple regression analysis.
The result of the analyses were as follows :
First, Self-directed learning ability is closely related with Conscientiousness, Extraversion, and Openness to experience. Students who are in higher level of aspiration, goal oriented, and responsible for the task; and who are cheerful, positive and enthusiastic; who are imaginative and open to new ideas, are more likely to be self-directed learners.
Second, Subordinate factors such as Competence and Conformity in Conscientiousness; Consideration in Openness to Experience; Sociability in Extraversion, Hostility and Impulsiveness in Neuroticism, help students to predict self-directed learning ability. Students of outstanding self-directed learning ability are self-confident; compliant and obedient; inquisitive and thoughtful; sociable; frustrated; and cautious.
This research is the first attempt of significance in respect of identifying the relationship between big five personality traits and self-directed learning ability of elementary school fifth and sixth graders in order to assist in building supporting plans to promote students' self-directed learning ability in school education.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 7
• 3. 용어의 정의 = 7
• 가. 5요인 성격 특성 = 7
• 나. 자기주도학습력 = 8
• Ⅱ. 이론적 배경 = 9
• 1. 자기주도학습력 = 9
• 가. 초등학생의 자기주도학습력 = 9
• 나. 자기주도학습의 정의와 연구 방향 = 11
• 다. 자기주도학습력을 갖춘 사람의 특성 = 15
• 라. 자기주도학습력과 관련된 학습자 요인 분석 = 17
• 2. 5요인 성격 특성 = 20
• 가. 5요인 성격 특성 모형 = 20
• 나. 성격의 평가 및 측정 = 23
• 3. 성격 특성과 자기주도학습력 = 26
• Ⅲ. 연구 방법 = 31
• 1. 연구 설계 = 31
• 2. 연구 대상 = 32
• 3. 측정 도구 = 32
• 가. NEO 아동성격검사 = 33
• 나. 자기주도학습 준비도 검사 = 33
• 4. 연구 절차 = 34
• 5. 자료 분석 = 35
• Ⅳ. 결과 및 논의 = 36
• 1. 결과 = 36
• 가. 5요인 성격 특성이 자기주도학습력에 미치는 영향 = 36
• 나. 5요인 성격 특성 하위 요인이 자기주도학습력에 미치는 영향 = 38
• 2. 논의 = 41
• 가. 5요인 성격 특성이 자기주도학습력에 미치는 영향 = 41
• 나. 5요인 성격 특성 하위 요인이 자기주도학습력에 미치는 영향 = 43
• Ⅴ. 요약 및 결론 = 46
• 1. 요약 = 46
• 2. 결론 및 제언 = 47
• 참고문헌 = 49
• 부록 = 62
• Abstract = 65