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성취목표지향성과 자기조절학습전략이 학업성취도에 미치는 영향

Effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement

  • 이숙정 (김천대학교 치위생학과) ;
  • 신경희 (백석문화대학교 치위생과)
  • 투고 : 2013.11.04
  • 심사 : 2013.12.20
  • 발행 : 2013.12.28

초록

본 연구에서는 수업에서 갖는 성취목표지향성과 자기조절학습전략이 학업성취에 미치는 영향에 대해 살펴봄으로써 효율적인 교수-학습방안을 모색하고자 하였다. 치위생과에 재학 중인 133명의 학생을 대상으로 설문조사를 실시하여 성취목표지향성과 자기조절학습전략의 평균과 표준편차, 성취목표지향성과 자기조절학습전략의 학업성취와의 관계를 분석하고, 성취목표지향성과 자기조절학습전략이 학업성취에 미치는 영향을 분석하였다. 연구결과로 학업성취도를 높이기 위해서는 성취목표지향성의 경향과 자기조절학습능력이 높을수록 학업성적이 높은 것으로 나타나 학생들의 학업성취도에 대한 동기조절훈련과 멘토링 학습을 통한 불안을 해소하고 적극적인 수업 참여 유도가 필요하다고 판단된다.

키워드

성취목표지향성;자기조절학습전략;학업성취도;동기조절훈련;멘토링

참고문헌

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피인용 문헌

  1. Effects of Teachers' Personal Backgrounds and Training Experiences on Digital Textbook Usage Competency, Understanding, Recognition of Effectiveness, and Attitude vol.14, pp.9, 2016, https://doi.org/10.14400/JDC.2016.14.9.53
  2. The Effects of the Brain Education Meditation Program on Self-Regulated Learning Ability and the Academic Self-Efficacy of Elementary School Students vol.14, pp.5, 2016, https://doi.org/10.14400/JDC.2016.14.5.77