학습기술 활용도ㆍ학습동기 수준과 학업성취도와의 관계: 중ㆍ고ㆍ대의 학교급별 비교를 중심으로

서지정보

ㆍ발행기관 : 한국교원교육학회 ㆍ수록지정보 : 한국교원교육연구 / 21권 / 1호
ㆍ저자명 : 김기정

목차

I. 서론
II. 연구의 방법
1. 연구 대상
2. 연구 도구
3. 자료처리방법
III. 연구의 결과
1. 학습기술(총점)ㆍ학습동기(총점)ㆍ학업성적간의 상호관계 : 학교급별 비교
2. 학교급별 학습기술 활용도 및 학습동기 수준의 비교
3. 학업성취수준별(상ㆍ중ㆍ하) 학습기술 및 학습동기의 하위 요인 비교 : 학교급별 비교
4. 학습기술 및 학습동기의 하위요인이 학업성적에 미치는 상대적 중요성과 연합효과 : 학교급별 비교
IV. 논의 및 결론
참고문헌
ABSTRACT

한국어 초록

본 연구는 중?고?대 학생들의 자기주도적 학습능력을 신장시키는데 일차적 관심을 가지고, 이 학습능력과 관련될 것으로 가정되는 학습기술 활용도와 학습동기 수준이 학업성취도를 어느 정도나 설명하는가를 질문지 조사법을 사용하여 밝혀 보았다. 분석 결과, 학습기술 활용도와 학습동기수준은 학업성취도와 밀접한 관련을 보였는데 그 관련 정도는 중학생 집단 > 고등학생 집단 > 대학생 집단의 순으로 높게 나타났다. 학업성취도를 설명함에 있어서 상대적으로 중요한 학습기술 및 학습동기의 하위 요인들로는 시험관리 기술(중학생 집단, 25%; 고등학생 집단, 13%), 자기효능감(중학생 집단, 6%: 고등학생 집단, 6%), 그리고 숙제수행 기술(중학생 집단, 3%; 고등학생 집단, 2%; 대학생 집단, 10%)로 밝혀졌다. 이로써, 청년기 학생들의 자기주도적 학습능력을 기르기 위해서는 여러 학습기술의 개발과 함께 학습동기 관리능력도 신장시킬 필요가 있다고 본다.

영어 초록

The study skills and learning motivation were assumed to be the significant factors that positively influence the learning process of school learners. In this study, the study skills were measured by 7 sub-skills of self-managements(15 items), listening and participating in class(15 items), task-solving(13 items), effectively reading(15 items), report writing(15 items), information processing(15 items), and test-taking(14 items). Learning motivation were composed of academic self-efficacy(26 items) and academic failure tolerance(17 items).
The purpose of this study were to examine the grade level differences of following relationships between these process variables and learning outcomes for middle school, high school, and college students: 1)The inter-correlations among the use of study skills, learning motivation level, and academic achievements, 2)the relative importance and combined effects of these process variables(9 factors) on academic achievements, and 3)the academic achievements level differences in the use of study skills and the level of learning motivation. For this study, two questionnaires of study skills and learning motivation were administered to 265 middle school students, 285 high school students, and 329 college students that were purposively sampled in Cheongju and other area. Their GPA were also obtained from their instructors.
The major findings in this study were as followings.
First, lower the grade level was, higher the correlations between learning process variables(study skills and learning motivation) and academic achievements were. Second, the differences between higher achiever and lower achiever in both the use of study skills and the level of learning motivation were showed relatively widest in middle school students, and relatively narrowest in college students. Third. the level that higher achievers in all grade levels utilized study skills in their school learning was less than 2.9, and the levels of learning motivation was less than 2.7 on 4-point scale. College students showed more positive behavior than secondary school students in the use of study skills.
Fourth, the combined effects of study skills and learning motivation on academic achieve- ments were 34 percent in middle school students, 23 percent in high school students, and 10 percent in college students. Relatively important factors that explained the academic achieve- ments were found to be the test-taking skill, self-efficacy, and task-solving in middle and high school students, and task-solving in college students.

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