자기조절 학습전략 훈련이 중학생의 학습태도와 영어 교과 학업성취에 미치는 효과
The Effects of Self-Regulated Learning Strategy Training on Middle School Students' Attitude of Learning and English Academic Achievement
0
조회
0
다운로드
27
인용
0
참고문헌
키워드
초록
본 연구의 목적은 영어교과에서 자기조절 학습전략 훈련이 중학교 2학년 학생들의 학습태도와 영어교과 학업성취에 영향을 미치는가를 밝히는 것이다. 이를 수행하기 위해 실험집단 38명에게 8주 동안 총 32차시에 걸쳐 자기조절 학습전략 훈련을 실시하였다. 자기조절 학습전략 훈련이 종료된 후에 학습태도검사와 학업성취검사의 결과를 통제집단 40명의 결과와 비교하였다. 본 연구의 결과 첫째, 자기조절 학습전략 훈련을 한 실험집단의 학생들이 통제집단의 학생들보다 학습태도 점수 면에서 유의미하게 높았다. 둘째, 자기조절 학습전략 훈련을 한 실험집단이 통제집단의 학생들보다 영어교과의 학업성취 면에서 유의미하게 향상되었다. 이 같은 연구결과는 중학교 2학년 영어교과에서 자기조절 학습전략의 훈련이 제공되면 학생들의 학습태도와 학업성적이 향상될 수 있음을 시사한다. 이에 중학교 영어 학습 장면에서 학생들의 좋은 학습태도를 길러주기 위해 자기조절 학습전략이 필요함을 제언하고 있다.
Abstract
The purpose of this study is to examine the effects of self-regulated learning strategies training(SLST) on middle school students' attitude of learning and english academic achievement. This study was to explore an effect of SLST program at 2th graders of middle school students, and then to investigate if acquired attitude of learning have an effect on their english academic achievement. For these purposes, the data were collected by questionnaire from 78 middle school students living in Wonju city. They were respectively assigned to experimental group and control group. The experimental group was trained eight weeks with the 32th sessions through the SLST program. The used experimental design was the nonequivalent control group design. Before administrating the experimental procedure, both groups took the pretest for measuring their self-regulated learning strategy and english achievement. After the experimental sessions, they also took the posttests to measure both of them. Data collected from the experiment were analyzed to compare effects of SLST program between groups. The statistical methods employed for the data analysis were used in the t-test by SPSS(Win for 10.0 ver.). The major results of this study were as follows: First, the experimental group trained through the SLST program has got higher scores on the attitude of learning questionnaire than the control group. Second, the former which got higher scores on the attitude of learning also gained more scores on english test than the latter. In light of these results, it suggests that the 2th graders' attitude of learning in the middle school could be acquired through SLST programs.
참고문헌 (40)
- 강원도교육청, "중학교 2학년 2학기 확인학습 자료집" (2007), 강원도교육청
- 김영채, "사고력 교육을 위한 학습전략" (1999), 교육과학사
- 김용수, "자기조절 학습 프로그램의 효과에 관한 실험연구", 박사, pp.1998
- 김은영, "자기조절학습의 구성요소로서 동기조절과 학업성취와의 관계", 교육학연구, 44(3), pp.101~130 (2006)
- 김은영, "동기조절 훈련 프로그램이 자기조절학습과 학업성취에 미치는 효과", 교육심리연구, 20(1), pp.99~117 (2006)
- 김종백, "자기 조절적 학습과 동기가 학업성취에 미치는 영향", 석사, pp.1992
- 김철, "기독교 묵상이 대학생들의 주의집중력과 학습태도에 미치는 효과", 박사, pp.2002
- 김희수, "CSQ3Rs 독서전략이 고등학생의 학습태도, 자기효능감 및 읽기이해능력에 미치는 효과", 교육심리연구, 21(2), pp.477~496 (2007)
- 김희수, "CSQ3Rs 독서전략이 중학생의 주의집중력과 학습태도에 미치는 효과", 교육학연구, 43(4), pp.1~29 (2005)
- 문병상, "자기조절 학습전략 훈련이 자기효능감과 수학문장 해결에 미치는 효과", 박사, pp.1999
- 손종식, "학년 및 성별에 따른 자기규제학습수준과 학업성취 및 지능과의 관계", 박사, pp.1994
- 이경순, "자기조절 학습전략 훈련이 초등학교 아동의 자기조절 학습능력과 학습전이에 미치는 효과", 석사, pp.1998
- 이신동, "자기조절 학습능력의 효과범위 탐색", 교육심리연구, 13(4), pp.7~66 (1999)
- 장희진, "자기조절 학습기능 훈련이 초등학교 4학년 학생의 학습기능 습득과 학업성취에 미치는 영향", 교육학연구, 40(6), pp.145~165 (2002)
- 정종진, "자기규제 학습방략 훈련이 수학 교과에 대한 아동의 자기효능감과 학업성취에 미치는 효과", 대구대학교 논문집, 30, pp.1~28 (1995)
- Amstrong, A. M., "The development of self-regulation skill through?the modeling and structuring of computer programing", EducationalTechnology Research & Development, 37(2), pp.69~76 (1989)
- Bandura, A., "Social foundations of thought and action: A social?cognitive theory" (1986), Englewood Cliffs, NJ: Prentice-Hall
- Boekaerts, M., "Self-regulated learning: A new concept embraced by?researchers, policy makers, educatos, teachers, and students", Learning and Instruction, 7, pp.161~186 (1997)
- Corno, L., "Self-regulating learning: A volitional analysis", pp.111~141 (1986), New York: Springer
- Kamii, C., "Constructivism and beginning Arithmetic(K-12)", pp.22~30 (1990), VA: The national Council of Teachers of Mathematics
- Kuhl, J., "A theory of self-regulation: Action versus state orientation, self-determination, and some applications", Applied Psychology: An International Review, 41, pp.97~129 (1992)
- McCombs, B. L., "Processes and skills underlying continuing intrinsic motivation skills training interventions", Educational Psychologist, 19, pp.199~218 (1984)
- Paris, S. G., "Developmental aspects of self- regulated learning", Educational Psychologist, 25(1), pp.87~102 (1990)
- Pintrich, P. R., "Motivational and self-regulated learning components of classroom academic performance", Journal of Educational Psychology, 82, pp.33~40 (1990)
- Purdie, N., "Cultural difference in the use of strategies for self-regulated learning", American Educational Research Journal, 4, pp.845~871 (1996)
- Randhawa, B. S., "Role of mathematics self-efficacy in the structural model of mathematics achievement", Journal of Educational Psychology, 85, pp.41~83 (1993)
- Schunk, D. H., "Inherent details of self-regulated learning including student perceptions", Educational Psychologist, 30(4), pp.213~216 (1995)
- Schunk, D. H., "Social cognitive theory and self-regulated learning", pp.83~110 (1989), New York: Springer
- Wang, M. C., "Development and consequences of students sense of personal control", pp.213~247 (1983), NJ: Lawrence Erlbaum
- Winne, P. H., "Inherent details in self-regulated learning", Educational Psychologist, 30(4), pp.173~187 (1995)
- Wolters, C. A., "Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning", Educational Psychologist, 38, pp.189~205 (2003)
- Wolters, C. A., "The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance", Learning and Individual Difference, 11, pp.281~299 (1999)
- Wolters, C. A., "The relation between students' motivational beliefs and their use of motivational regulation strategies", International Journal of Educational Research, 33, pp.801~820 (2000)
- Ziedner, M., "Self-regulation: Directions and challenges for future research" (2000), San Diego, CA: Academic Press
- Zimmerman, B., "Attaining self-regulation" (2000), San Diego, CA: Academic Press
- Zimmerman, B., "Self-regulation involves more than metacognition: A social cognitive perspective", Educational Psychologist, 30(4), pp.217~221 (1995)
- Zimmerman, B., "Students differences in self- regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use", Journal of Educational Psychology, 82, pp.51~59 (1990)
- Zimmerman, B., "Self-regulated learning and academic achievement: theory, research, and practice" (1989), New York: Springer-Verlag
- Zimmerman, B., "Construct validity of a strategy model student self-regulated learning", Journal of Educational Psychology, 80, pp.284~290 (1988)
- Zimmerman, B., "Development of a structured interview for assessing student use of self-regulated learning strategies", American Educational Research Journal, 23, pp.614~628 (1986)