자기조절학습과 동기: 초동기와 의지통재의 교육적함의
Self-Regulated Learning and Motivation: Educational Implications of Motivation and Volitional Control
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초록
이 연구에서는 초인지, 초동기, 의지통제와 같은 자기조절 구성요인들 간의 관계성에 대한 선행연구들을 이론적으로 검토하였다. 그 결과 초인지, 초동기, 의지통제 등 세 가지 자기조절학습 구성요인에서 낮은 학업성취를 보이는 학습자들과 높은 성취를 보이는 학습자들 간에 차이를 검토한 연구결과들을 종합할 수 있었다. 이 연구가 갖는 실제적인 함의 중 중요한 것은 낮은 성취를 보이는 학습자들을 위한 교육방법을 초동기의 조절 및 의지적인 자기조절학습 접근을 통해서 개선할 수 있을 것이라는 점이다.
Abstract
Self-regulated learning is often described as a function of students' motivtion, cognitive strategy use, and metacognition. The purpose of this article is to review metamotivation and volitional control as important aspects of self-regulated learning. These two constructs were confirmed to give some remarkable educational implications by reviewing evidence showing students' metamotivation and volitonal control. The importance of these constructs are highlighted by discussing links between metamotivation and volitional control in terms of students' academic achievement. Key words: self-regulated learning, metamotivation, volitional control
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