초록 열기/닫기 버튼
본 연구의 목적은 고등학생의 공부시간과 수업이해도에 영향을 미치는 성별, 사회․심리적 관계, 자기조절학습, 입시부담감 간의 구조적 인과관계와 이들 변인 간의 상대적 영향력을 분석하는 것이다. 이를 위하여 한국교육개발원의 한국교육종단자료(Korean Education Longitudinal Survey; KESL) 중 4차년도 자료를 구조방정식을 통하여 분석하였다. 연구 결과, 성별은 사회․심리적 관계, 자기조절학습, 입시부담감에 유의한 영향을 주는 것으로 확인되었다. 부모-자녀관계, 교사-학생관계는 자기조절학습과 입시부담감에 정적인 영향을 주었으나 교우관계는 자기조절학습에만 정적 영향을 주었다. 자기조절학습은 개인공부시간과 수업이해도를 증가시켰으나 입시부담감은 개인공부시간에만 유의한 정적 영향을 나타내었다. 마지막으로 자기조절학습이 공부시간과 수업이해도에 대한 가장 큰 효과크기를 가지는 것으로 나타났다.
The purpose of the study was to investigate the structural relationship of variables affecting high school students’ studying time and understanding of their classes in school with a particular focus on gender, self‐regulated learning, and university entrance examination stress. Data from a total of 6,908 8th grade students taken from the 2005 Korea Education Longitudinal Study was used for the purposes of this research. Structural equation model analysis revealed that gender had significant direct and indirect effects upon socio‐psychological relations, self‐regulated learning, and university entrance examination stress. In addition, the parent‐child relationship and the teacher‐student relationship positively predicted self‐regulation and university entrance examination stress whereas peer relation did so only in terms of self‐regulation. Moreover, self‐regulated learning positively affected students’ studying time and understanding of their classes in school but university entrance examination stress only had a positive effect upon students’ studying time. Finally, the total effects of self‐regulated learning on students’ studying time and understanding of their classes significantly exceeded the effects of the other variables.
키워드열기/닫기 버튼
socio‐psychological relations, self‐regulated learning, university entrance examination stress, students’ studying time, understanding of their classes in school, gender differences
