초록 열기/닫기 버튼
본 연구는 중·고등학생의 학업성취에 대한 학업적 자기효능감, 타인기대, 자기조절학습전략의 구조적 관계를 밝힘으로써 학업성취 관련 변인들을 보다 통합적으로 이해할 수 있는 정보를 제시하고자 하였다. 이러한 목적을 달성하기 위하여 설정한 연구 문제는 다음과 같다. 첫째, 중·고등학생의 학업적 자기효능감, 타인기대, 자기조절학습전략, 학업성취도 간의 상관관계 차이는 어떠한가? 둘째, 자기조절학습전략이 학업적 자기효능감, 타인기대와 학업성취도의 관계에서 조절효과를 보이고 있는가? 셋째, 자기조절학습전략이 학업적 자기효능감, 타인기대와 학업성취도의 관계에서 매개효과를 보이고 있는가? 본 연구의 대상은 대구광역시에 소재한 2개 중학교 2학년 191명과 2개 고등학교 2학년 189명을 선정하였다. 본 연구의 결과를 선행연구와 관련시켜 논의한 결과 다음과 같은 결론을 얻었다. 첫째, 중·고등학생 모두 학업적 자기효능감, 타인기대, 자기조절학습전략, 학업성취도 간에 유의한 정적 상관이 있다. 중학생과 고등학생 모두 학업적 자기효능감 하위영역인 자기조절효능감, 타인기대 하위영역인 교사기대, 자기조절학습전략 하위영역인 인지조절과 가장 높은 정적 상관이 있다. 중학생과 고등학생의 학업적 자기효능감, 타인기대, 자기조절학습전략, 학업성취도 간의 상관관계 정도의 차이는 없다. 둘째, 중·고등학생의 자기조절학습전략이 학업적 자기효능감, 타인기대와 학업성취도의 관계에서 조절효과가 있다. 셋째, 중·고등학생의 학업적 자기효능감과 타인기대는 자기조절학습전략을 매개하여 학업성취도에 간접적으로 영향을 미친다.
The purpose of this study was to present information to allow a more comprehensive understanding of variables related to academic achievement through identifying the relationship of self-efficacy and expectations of others with self-regulated learning strategy, and through disclosing the influence of academic self-efficacy, expectations of others, and self-regulated learning strategy of academic achievements. To achieve those purposes, the following research questions were established. First, what was the difference of correlation among self-efficacy, expectations of others, self-regulated learning strategy, and academic achievements of middle and high school students? Second, did the self-regulated learning strategy show a moderating effect in relation to self-efficacy, expectations of others, and academic achievements? Third, did the self-regulated learning strategy show a mediating effect in regard to self-efficacy, expectations of others, and academic achievements? For subjects of this research, 191 students from two middle schools and 189 students from two high schools located in Daegu Metropolitan City responded to three questionnaires. The discussion which involved precedent research along with the results of this study had conclusions as below. First, there was a significant positive correlation between the entire academic self-efficacy, expectations of others, self-regulated learning strategy, and academic achievements of middle and high school students. Both the middle and high school students had the highest positive correlation to the self-control efficacy, which is a sub-field of self-efficacy, expectations of teachers, which is a sub-field of expectations of others, and cognitive control, which is a sub-field of self-control study strategy. There was no difference of degree of correlation between the academic self-efficacy, expectations of others, self-regulated learning strategy, and academic achievements of middle and high school students. Second, the self-regulated learning strategy of middle and high school students had a moderating effect in relation to the self-efficacy, expectations of others, and academic achievements. Third, the academic self-efficacy and expectations of others had an indirect influence on the academic achievements as the self-regulated learning strategy as a parameter.
키워드열기/닫기 버튼
academic self-efficacy, expectations of others, self-regulated learning strategy, academic achievements
