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초등학생 대상 자기조절학습 중재 연구 동향과 향후 과제

Self-Regulated Learning Interventions for Elementary School Students: Research Trend and Future Directions

이민혜
초등교육연구소 (Elementary Education Research Center)|2022.03|초등교육연구논총 (Journal of Elementary Education)|제38권 제1호|pp. 61-83|DOI 10.23103/dnueje.2022.38.1.61

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초등학생학업성취도학습동기academic motivationelementary school studentssocial cognitive theory사회인지이론자기조절학습 중재self-regulated learning intervention academic achievement
주제분류교육학

초록

초등학생의 자기조절학습에 대한 초등교육 현장의 지속적인 관심에도 불구하고 여전히 자기조절학습의 정의에 대한 합의와 이를 증진시키기 위한 실제적 방법에 관한 국내 연구는 부족하다. 본 연구는 해외 학계에서 다수의 이론적, 경험적 근거가 축적된 초등학생 대상 자기조절학습 중재 연구를 체계적으로 정리·분석함으로써 국내 교실 현장에 적용 가능한 후속 연구 방향을 제언하고자 한다. 이를 위해 총 39개의 초등학생 대상 자기조절학습 중재 연구를 채택하여연구대상 연령, 교과, 중재 실시 기간과 회기, 연구 설계, 세부 중재 내용과 절차, 주요 결과 변인, 그리고 유의미한 중재 효과를 분석하였다. 그 결과, 해외에서 실시된 자기조절학습 중재 연구는 대부분 일반 초등학생을 대상으로 학급 내에서 정규 교과와 연계하여 담당교사에 의해 최소 2주 이상 10회기 이상의 장기간에 걸친 자기조절학습 중재가 실시되고 있으며, 최근에는 3 집단 이상을 상정하여 무처치 비교집단과 함께 중재집단 처치에도 차등을 두어 보다 엄격한 형태의 중재효과 검증이 주가 되고 있음을 알 수 있다. 비록 기존 중재연구들이 인지적 영역에집중해 중재효과를 검증하고 있지만 학생들의 동기나 행동에서의 효과에 대한 관심도 증가하고있는 추세임을 확인하였다. 이를 바탕으로 후속 연구를 위해 자기조절학습의 정의와 측정도구, 연구 설계의 타당도 확보와 자기조절학습 중재의 궁극적 지향점에 대해 제언하고자 하였다.

Abstract

Despite the continued interest of elementary education in self-regulated learning, there is still a lack of consensus on the definition of self-regulated learning and domestic research on practical methods to intervene. The present study aims to suggest research direction for future research applicable to Korean elementary classroom settings by systematically organizing and analyzing self-regulated learning interventions for elementary school students accumulated in overseas academia. To this end, a total of 39 self-regulated learning intervention studies for elementary school students are selected and analyzed by sample age, subject domain, duration and session, research design, detailed intervention procedures, major outcome variables, and significant intervention effects. The results show that most extant self-regulated learning intervention studies are long-term, conducted by teachers in charge of at least for two weeks or more in connection with regular school curriculum in class. Although previous intervention studies focus on cognitive aspects, such as achievement or problem solving accuracy, to verify the intervention effect, importance of students' motivation and behaviors is also increasing. Based on this, in future research, consensus on the definition of and measurement of self-regulated learning needs to be addressed. Also, both internal and external validity of research design and ultimate direction of self-regulated learning intervention should be carefully considered.

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