발달권의 관점에서 본 어머니의 학업지원행동과 아동의 메타인지능력 및 자기주도 학습 = Mother’s Learning Involvement Behaviors, Children’s Meta-Cognitive Skills and Self-Directed Learning

국문 초록 (Abstract)

본 연구는 아동이 스스로의 학업능력을 키워나가는 것을 지원하는 방향으로 부모의 학업지원행동이 이루어지는 것이 바람직하며 이는 곧 아동의 발달권을 존중하는 것이라고 보고 어머니의 학업지원 행동이 어떠한지 살펴보고자 하였다. 연구목적을 달성하기 위해 아동에게 학습 선택권을 부여하고, 민주적인 규칙을 설정하며, 성과를 적정하게 추구하고, 학업진보를 격려하는 등의 어머니의 학업지원행동이 초중학교 아동의 자기주도 학습에 영향을 미치는지, 아동의 메타인지 능력과의 관계는 어떠한지 분석해보았다. 서울, 경기, 인천 지역의 초중학생을 대상으로 자료를 조사하여 분석한 결과, 아동의 자율성을 존중하는 어머니의 학업지원행동은 아동의 자기주도 학습에 직접적인 영향을 미칠 뿐만 아니라, 아동의 메타인지능력을 매개로 간접적인 영향을 미치고 있다는 것이 밝혀졌다.

다국어 초록 (Multilingual Abstract)

The purpose of this research was to investigate the mother's learning involvement from the viewpoint of developmental rights and to examine the relation between mother's learning involvement, children's meta-cognitive skills and their self- directed learning. Three hundred and ninety-seven sixth-grade students and three hundred and forty-six ninth-grade students in Seoul, Incheon and the Kyonggi area completed a questionnaire. Data analysis results showed that female students' scores of meta-cognitive skills and self-directed learning were higher than male students', that the mother's learning involvement was positively correlated with children's meta-cognitive skills and their self-directed learning, and that children's meta-cogni- tive skills had mediating effects on the relation between the mother's learning involvement and their self-directed learning. This study implied that the mother's learning involvement which supports children's developmental rights positively affects children's meta-cognitive skills and their self-directed learning.

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