청소년들의 자기조정학습방략 정도와 학업성취 및 사회적 능력 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the grade and sex differences of adolescent's self regulated learning strategies degree, and correlational relationship between adolescent's self regulated learning strategies and academic achievement, and correlational relationship between adolescent's self regulated learning strategies and social competency.
The subjects were total 2,000 adolescent(male: 1,000, female: 1,000). The tools of this study were self regulated learning strategies scale, social competence scale and teacher made academic achievement test of korean, english and mathematic.
Self regulated learning strategies scale is composed total 98 items, and subfactor is self evaluation, organization and transformation, goal setting and planning information seeking, keeping records and monitoring, environmental structuring, self consequating, rehearsal and memorizing, seeking peer assistance, seeking teacher assistance, seeking adult assistance, reviewing note, reviewing test, reviewing text. Social competence scale is composed 50 item, subfactor is outgoing behavior, interpersonal adjustment, social participation, leadship, popularity. The conclusions obtained from the results and discussions of this research are as follows:
1. Adolescent's self regulated learning strategies degree were increased gradually higher grade. 2nd grade in the middle school students is most low Whereas, 2nd grade in the high school students is most higher. For the subfactors of self regulated learning strategies, self evaluation, organization and transformation, goal setting and planning, information seeking, keeping records and monitoring, environmental structuring, self consequating, seeking peer assistance, reviewing note, reviewing text degree were increased along with gradually higher grade. therefore, self regulated learning strategies training is require in the middle school male students.
2. Adolescent's self regulated learning strategies total and subfactors degree of female students were higher than those of male students, therefore, self regulated learning strategies training is reguire male students more than female students.
3. Adolescent's self regulated learning strategies total degree were appeared interaction between grade and sex. Female student were decreased along with higher grade whereas, self regulated learning strategies degree of male student were increase gradually along with higher grade.
4. There were positive correlations relationships between adolescent's self regulated learning strategies total, subfactors and academic achievement score in the all grade students. therefore, self regulated learning strategies very useful to adolescents academic achievement.
5. There were positive correlations between adolescent's self regulated learning strategies total, subfactors and Korean, English, mathematic scores in the all grade students.
6. There were no difference in the Correlation relationships between adolescent's self regulated learning strategies and academic achievement in sex.
7. There were positive correlations relationship between self-regulated learning strategies total, subfactors and social competency in the all grade student.
8. There were no difference the Correlation relationship between adolescent's self regulated learning strategies subfactors and social competency were in sex, therefore, self regulated learning strategies, social competency is very important to all adolescence.