교사의 성취압력, 중학생의 시험스트레스, 자기조절학습능력 간관계에 관한 종단분석 = Longitudinal analysis of relationships between teachers` academic press, test stress and self-regulated learning ability

다국어 초록 (Multilingual Abstract)

This study uses KELS data to analyze the longitudinal effects of teachers`` academic press on middle school students`` test stress and self-regulated learning. The major findings are: First, toward the higher grade our middle school students are reduced awareness of the teacher achievement pressure, increased test stress. Self-regulated learning skills (cognitive control, behavioral control) was also felt that getting dropped. Secondly, the higher teachers`` initial academic pressure, students of the test stresses are increased. Conversely, self-regulated learning skills (cognitive control, behavioral control) was recognized that the fall. Thirdly. test stress of the first-year middle school times are improved self-regulated learning skills(cognitive control, behavioral control) of the 1st year period. Fourth, the rate of change on teachers`` academic pressure and test stress had a significant (+) impact to the rate of change on self-regulated learning abilities(cognitive control, behavioral control).