초록 열기/닫기 버튼
본 연구는 학업성취도에 관계하는 사회정서적 유능성과 자기조절학습의 하위요인을 밝히고자 하였다. 이를 위해 D광역시에 소재한 중학교 2학년 217명을 대상으로 사회정서적 유능성 검사, 자기조절학습 검사, 학업성취도 검사를 위한 설문조사를 실시하고, 수집된 자료는 SPSS를 사용해 단계적 중다회귀분석을 실시하였다. 그 결과, 사회정서적 유능성의 자기존중감과 공감능력, 그리고 자기조절학습의 동기조절과 인지조절이 학업성취도에 대해 유의한 예측변인으로 나타났다. 한편, 자기조절학습의 동기조절에 대하여 사회정서적 유능성의 하위영역 중 사회적 유능성, 자기존중감과 공감이, 인지조절에 대해서는 사회적 유능성과 공감이, 행동조절에 대해 사회적 유능성이 유의한 예측변인으로 나타났다. 이러한 결과는 중학생의 공감능력과 자기존중감과 같은 사회정서적 유능성의 정서적 측면은 학업성취에 직, 간접 영향을 보이며, 사회적 유능성은 자기조절학습을 통해 학업성취에 간접 영향을 미치는 것을 시사한다.
The purpose of this study was to examine the relation of social emotional competence, self-regulated learning and academic achievement. A questionnaire for social emotional competences, self-regulated learning, and academic achievement was distributed to 217 students from a middle school which was located in D city. To investigate the relationships among research subvariables, the stepwise method of multiple regression analysis was carried using SPSS. The results of the analyses were as follows: First, among the subvariables of social emotional competence, self-esteem and empathy were found to be significant predicting variables for academic achievement. Second, among the subvariables of social-emotional competence, social competence and empathy were found to be significant predicting variables for cognitive regulation; social competence, self-esteem, and empathy for motivational regulation; social competence for behavioral regulation. Third, among the subvariables of self-regulated learning cognitive regulation and motivational regulation were found to be significant predicting variables for academic achievement. The findings indicate that the improvement of students’ social emotional competence could have effects on academic achievement directly as well as indirectly through affecting self-regulated learning ability.
키워드열기/닫기 버튼
social emotional competence, social emotional learning, self-regulated learning, academic achievement
