학습동기, 자기통제, 학습전략을 중심으로 한 초등학생의 잠재집단분석 = An Exploration of Types of Academic Motivation, Self-Control, and the Use of Learning Strategy among Elementary School Students: Using a Latent Class Analysis

다국어 초록 (Multilingual Abstract)

This study investigated types of academic motivation, self-control and self-regulated learning strategies of elementary school students. Firstly, we examined whether there exist multiple latent classes/groups based on motivational, control, and self-regulatory factors. Motivational factors were intrinsic and extrinsic motivation, self-efficacy, and test anxiety; self-control factors were related to delay of gratification and impulsivity; self-regulated learning factors involved concentration, the use of cognitive strategies, effort and time management, and test preparation. Results showed that four subgroups within the sample were found to be qualitatively different as they presented average, high motivation-strategy, high motivation-control, and all-low groups. High motivation-control group contained students with high intrinsic motivation and self-control ability while high motivation-strategy group contained students with high extrinsic motivation and high learning strategies. Girls and high-achieving students were more likely to belong to high motivation-control group while boys and low-achieving students were more likely to belong to all-low group or high motivation-strategy group. Secondly, we also investigated whether student background variables significantly predicted class membership. Covariates such as gender, grade, and level of achievement contributed to classification. Suggestions and implications for teaching and helping normal-achieving and under-achieving students were discussed.

참고문헌 (Reference)

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