초등학생의 자기조절학습 발달경향 분석
The Developmental Tendency of Self-Regulated Learning in Elementary School.
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초록
본 연구는 한국 초등학생을 대상으로 자기조절학습 능력이 학년별 및 성별에 따라차이가 있는가를 분석하고자 한다. 이를 위해 초등학교 2학년에서 6학년까지 총 1.309명을 대상으로 횡단적 연구의 자료를 수집하였다. 자기조절학습의 동기조절, 인지조절, 행동조절의 각각의 하위요인들의 학년별과 성별에서 자기조절학습의 차이를 검증한 결과, 인지조절의 하위요인인 인지전략과 초인지-계획전략을 제외한 자기조절학습의 모든 요인에서 학년별 차이가 나타났다. 또한 동기조절의 하위요인인 자기효능감을 제외한 모든 하위요인에서 성별에 따른 자기조절학습 능력에 차이가 있음이 증명되었다. 이와 같은 결과는 한국 초등학생의 자기조절학습의 학년과 성별에 따른 발달차와 분화 과정을 이해하는 자료가 될 수 있고, 영재교육의 중요한 구인인 자기조절학습 프로그램을 성별 특성과 학년별 분화과정을 고려해서 개발해야 한다는 시사점을 줄 수 있다.
Abstract
Self-regulated learning has become a popular construct in educational psychology in recent years. The purpose of this study was to identify the developmental tendency of self-regulated learning in elementary school students. For the purpose of this, 1,309 students were participated in who were from 2nd grade to 6th grade, a cross-sectional study was performed. The study findings were as follows: First, there was the significant difference in self-regulated learning depending on the grades. Second, there was the significant difference in self-regulated learning depending on the sex. Such results showed self-regulated learning's developmental characteristics in elementary school students. So future research is required to make self-regulated learning program according to grade of elementary school students.
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