自己統制에 의한 學習行動 修正

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 14권 / 3호
ㆍ저자명 : 金南星

목차

1. 自己統制(Self-Control)의 意義
2. 自己統制의 戰略
3. 本硏究의 目的
4. 方法
5. 結果
6. 討議
〈參考文獻〉
〈ABSTRACT〉

영어 초록

The term self-control is used to describe a response repertoire in which an individual can make responses to increase or decrease probability that is perceived as injurious to the individual himself or to others. The cardinal feature of self-control is that it is the person himself who is the agent of his own behavior change. However it is not to mean that all instances of self-control are explained with “soft determinism.” Self-control are ultimately maintained by external variables. The complexity of interacting variables in self-control situations is often overwhelming. In an attempt to sythesize some of the common features found in various forms of self-control, the following tentative definition is proposed: A person displays self-control when in the relative absence of immediate external constrains, he engages in behavior whose previous probability has been less than that of alternatively available behaviors. There are two basic forms of self-control strategies. The first involves environmental planning, where in the individual plans and implements changes in relevant situational factors prior to the execution of a target behavior. The second strategy, called behavioral programming, involves self -administered consequences following the occurence of a target response.
This study focused on application of general self-control strategies to rudy behavior modification, A survey of the studies conducted by Harris & Trujillo(l975), Broden, Hall &Mitts(l974), Fox (1962), Richards(l975) and others Jed to the conclusion that self-control procedures were effective to modification of study behavior and some problems were raised as follow: ①Stimulus control was not an effective treatment, ② Subjects of treatment groups consisted of volunteers and that of control groups involunteers, ③ All cases of study were treated in schools of America. From these conclusion and problems, the following hypotheses were derived : ① Effectiveness of self-control procedures would also be applicable to Korean students being influenced by typical Korean school culture, ②Involunteers’ self-control ability would be able to achieve by teacher’s arrangement of stimulus control (admonition), ③ Volunteers’ self-control would be more effective than involuteers’ self-control achieved by teacher’s arrangement of stimulus control in study behavior modification.
The two treatment and one control groups were ① volunteers(N=3) self-monitoring the Programs of Effective Study by Self-Control (PESSC), ② involunteers(N=3) participating in PESSC by teacher’s admonition, ③ involunteers(K=5) being controlled by no-treatment.
Treatments were delivered primarily via typed handouts. The three treatment outcomemeasures were collected after the course final exam. T scores of the course final exam scores of each groups were separately compared with that of the midterm exam scores. All of the hypotheses were supported by the results.

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