自己調節學習에서 情意的 變因의 役割 : 自我와 動機戰略을 中心으로 Focused on the Self and Motivational Strategies = The Role of Affective Variables in Self-regulated Learning

다국어 초록 (Multilingual Abstract)

1.Purpose
The purpose of studies reported here is to further flesh out the meaning of self-regulated learning, specifically by addressing two questions. First, what is the role of the self in self-regulated learning? Second, what do self-regulated learners regulated?
Accordingly, the specific questions to be addressed in this study are as follows :
1) How are student's present and possible selves related to motivational beliefs such as goal orientation, self-efficacy and test anxiety?
2) How are student's present and possible selves related to the use of differnet cognitive, metacognitive, and resource management learning strategies?
3) How are defensive pessimism and self-handicapping related to motivation?
4) How are defensive pessimism and self-handicapping related to the use of cognitive, metacognitive, and resource management learning strategies?
5) How are defensive pessimism and self-handicapping related to academic achievement?
2.Method
Total number of sample are 268 middle and high school students sampled randomly. The instruments used in this study are the measures of self-regulated learning strategies, the Pessimism scale, the Self-handicapping scale. For the statistical analysis, Pearson correlation analysis, partial correlation analysis, and one-way ANOVA, MANOVA, and discriminant analysis were performed in order to analyze data.
3.Results
The results of the study are as follows :
1) The present and possible selves have positive or negative correlation on the learning motivation.
Also, the present and possible selves have positive or negative correlation on the learning strategies.
2) In terms of the relation between learning motivation and moticational strategies, depensive pessimists represented high level of anxiety and self-handicappers showed lower levels of the learning motivation.
Also, In terms of relation between learning strategies and motivational streategies relative to self-handicappers.
In terms of the academic achievement, self-handicappers were sifnificantly lower than defensive pessimists, their achievement were not markedly lower.
3) Multivariate analyses strongly support the results from the simple one-way ANOVAs. Defensive pessimists, self-handicappers, and control group students can be distinguished by different patterns of motivation, use of learning strategies, standards for performance, and course performance. Self-handicappers were marked by consistently low levels of time and study environment management. Defensive pessimists were uniformly defined by high anxiety, high level of time and study environment strategies, and high achievement.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.이론적 배경
• Ⅲ.연구의 가설
• Ⅳ.연구방법 및 절차
• Ⅴ.결과분석 및 논의
• Ⅵ.요약, 결론 및 제언
• 참고문헌
• ABSTRACT
• 부록