자기조절 학습환경이 학습 성취와 동기에 미치는 영향

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 14권 / 3호
ㆍ저자명 : 신민희

목차

I. 서론
II. 이론적 배경
III. 연구방법
IV. 연구결과
V. 논의 및 결론
참고문헌

한국어 초록

새로운 공학의 발달과 열린교육, 평생학습 사회로의 교육 패러다임의 전환은 교사중심의 교수- 학습과정에서 학습자 중심의 능동적인 학습 형태를 요구하게 되었다. 이러한 시대적 요구에 부응하여자기조절 학습에 대한 관심은 더욱 증가하고 있다. 그러나, 실제로 학습자의 자기조절 학습에 대한관심은 더욱 증가하고 있다. 그러나, 실제로 학습자의 자기조절 학습을 지원하기 위한 구체적인 설계원리와 수업전략들을 검증한 연구는 매우 드물다. 이에 본 연구는 지금까지 자기조절 학습의 맥락에서 연구되어 온 다양한 연구결과와 관점들을 종합하여 자기조절 학습에 대한 개념의 정립을 시도하고 자기조절 학습환경의 구성 요소들을 범주화하여 이러한 요소들을 최대한 투입하여 개발한 학습프로그램(자기조절 학습환경)의 효과를 종합적인 관점에서 검증하려고 시도했다.

영어 초록

The purpos e of this study was to examine the effect of self- regualted learningenvironments on achievement and motivation in problem - solving . This study alsoattempted to identify interactive relationship between self - regulated learningenvironments and students ' differing perceptions of personal control on achievement inposttest and motivational outcome of confidence.The fir st in dependent variable manipulated in this study was the self - regulatedlearning environment as atreatment variable with two lev els : (1) presence of embeddedself - regulatory components and (2) ab sence of embedded self - regulat ory component s .The second in dependent v ariable self - report ed was stu dent s ' levels of percept ion ofcontrol which wer e ranked into high an d low . Dependent v ariables were achievement ona posttest and confidence score.The result of the study revealed that stu dent s with emb edded SRLE n ot onlyperformed better on the post test , but also ex pr es s ed mor e confiden ce than those withn on - SRLE. T he r esult also in dicated that the effect of SRLE on achiev ement weregr eat er amon g student s with low perceived cont rol (LPC) th an among those with highper ceiv ed control (HPC). T hat is , LPC students were benefit ed mor e from SRLE thanLPC students .The study findings strongly support that student s ' learning and motivation should bepromot ed throu gh self- regulated learning components in which the design principles andstrategies to promote students ' self- regulat ed learning are embedded. The study fin ding suggest that instruction should be appropriately developed by embeddin g effective design strategies supporting students ' self - regulation . Thus , major conclusion drawn from the results and discussion of the study was that learning environment s promoting students ' learnin g of self - regulation and perceived control could lead to enhanced motivation as well as superior academic achievement .

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