바로가기메뉴

본문 바로가기 주메뉴 바로가기

logo

청소년의 자기조절학습: 현황과 교육적 함의

Self-Regulated Learning of Adolescents: Its Current Status and Educational Implications

한국심리학회지 : 문화 및 사회문제 / Korean Psychological Journal of Culture and Social Issues, (P)1229-0661; (E)1229-0661
2008, v.14 no.특집, pp.135-152
박승호 (서울여자대학교)
서은희 (서울여자대학교)
  • 다운로드 수
  • 조회수

초록

본 논문의 목적은 한국 청소년들의 자기조절학습능력 향상을 위해 우리가 고려해야 할 심리적 측면과 사회·정책적 측면이 무엇인가를 살펴보는 것이다. 이를 위하여 자기조절학습의 최근 연구들의 초인지적, 동기적, 행동적 영역별 주요 관심사를 살펴보았다. 초인지적 영역에서는 청소년의 자기조절학습에서 인지전략과 초인지전략의 중요성을 논의하였다. 특히 읽기학습에서 자기조절기능으로 간주되는 이해점검 초인지전략의 연구동향을 고찰하였다. 동기영역의 연구결과들은 자기효능감과 목표지향성의 최근 연구 동향을, 행동영역의 연구결과들은 시간 관리와 지연행동의 최근 연구 동향을 제시하였다. 그 다음으로 이러한 연구동향이 청소년의 자기조절학습 향상에 주는 시사점을 고찰하였다. 동기영역에서는 청소년들의 자기효능감 향상을 위한 프로그램 개발의 필요성과 수행목표지향성에 대한 사회적 인식의 전환을 언급하였다. 행동영역에서는 청소년들의 시간관리 능력을 향상시키기 위해 학교상황에 적용할 수 있는 방안들을 제안하였다. 마지막으로 후속연구를 위한 제언을 제시하였다.

keywords
청소년, 자기조절학습, 인지적 영역, 동기적 영역, 행동적 영역, Self-regulated learning, Adolescents, Metacognition, Motivation, Behavior

Abstract

The purpose of this study is to research psychological and social devices to foster self-regulated learning of Korean adolescents. This study investigated metacognitive, motivational, and behavioral factors of self-regulated learning through current research. In terms of metacognitive factors, we reviewed the importance of cognitive and metacognitive learning strategies of adolescents for better self-regulated learning. Especially we gave a great emphasis on the role of comprehension monitoring metacognitive strategy for the learning to read in this review. For motivational factors, recent research of self-regulated learning has tended to focus on self-efficacy and goal orientation. The current research examining behavioral factors of self-regulated learning has tended to focus on time management and academic procrastination. Research findings in the motivational aspect suggest that we need to develop the program to improve adolescents' self-efficacy and recognize new re-conceptualization of the goal theory. Research findings in the behavioral aspect recommend practical tips and strategies to improve time management skills and to overcome academic procrastination. Finally, future directions for research are discussed.

keywords
청소년, 자기조절학습, 인지적 영역, 동기적 영역, 행동적 영역, Self-regulated learning, Adolescents, Metacognition, Motivation, Behavior

참고문헌

1.

김남옥, (1991) 여유있는 학교생활을 위한 효율적인 시간관리 기술훈련 프로그램, 학생지도연구

2.

김아영, (2004) 자기효능감과 학습동기, 교육방법연구

3.

김아영, (2001) 학업성취도에 대한 지능과 동기변인들의 상대적 예측력, 교육심리 연구

4.

김아영 ; 주지은 ; 정소영, (2005) 수학성취 수준별 집단의 성취도와 학습전략 사용 및 변화에 대한 자기조절학습 훈련 프로그램의 효과, 교육심리연구

5.

김아영 ; 차정은, (2003) 교사효능감 및 학생의 학업적 자기효능감이 학업성취도에 미치는 영향에 대한 다층분석, 교육심리연구

6.

김옥기, (1988) 초인지,인지전략과 수행간의 관계,

7.

김의철, (1999) 한국청소년의 심리, 행동특성의 형성: 가정, 학교, 친구, 사회영향을 중심으로, 교육심리연구

8.

김정희, (2001) 습관적 지연극복을 위한 집단훈련의 효과 검증:대학생의 학업과 관련하여,

9.

김홍원, (1993) 자기교시 훈련이 상위인지,귀인양식 및 과제성취도에 미치는 영향,

10.

류영숙, (1995) 자아개념, 학습목표지향성, 귀인성향간의 관계분석 및 이들 변인이 학업성취에 미치는 영향,

11.

박병기, (2005) 2×2 성취목표지향성 척도의 개발 및 타당화, 교육심리연구

12.

박승호, (1995) 초인지, 초동기, 의지통제와 자기조절학습과의 관계, 교육심리연구

13.

박승호 ; 이문옥 ; 이승연, (2002) 중학생의 읽기이해 증진을 위한 초인지 중심의 교수-학습자료개발 및 중재프로그램의 효과 연구, 교육심리연구

14.

박승호 ; 서은희, (2005) 여자 대학생들의 학업적 지연행동의 실태 및 원인분석, 교육학연구

15.

배영주, (2006) 자기주도학습 구현을 위한 청소년 학습 사태의 정비, 청소년학연구

16.

봉미미, (2000) 학습동기 관련 연구의 최근 동향, 교육과학연구

17.

서은희, (2006) 학업적 지연행동 극복 프로그램 개발 및 효과 연구,

18.

송인섭, (2000) 목표지향성,자기조절학습,학업성취와의 관계 연구, 교육심리연구

19.

양명희, (2000) 자기조절학습의 모형탐색과 타당화 연구,

20.

양명희, (2006) 2×2 성취목표지향성과 자기조절학습과의 관련성 검토, 교육심리연구

21.

유미영, (1997) 초등학교 아동의 자기조절학습 전략과 목표지향성 및 자기효능감과의 관계,

22.

이희백, (1998) 효과적인 대학생활 적응을 위한 학습습관 훈련 프로그램, 학생연구

23.

장희진 ; 양용철, (2002) 자기조절 학습 기능 훈련이 초등학교 4학년 학생의 학습 기능 습득과 학업성취에 미치는 영향, 교육학연구

24.

정미경, (1999) 자기조절학습과 학업성취의 관계에 관한 구조 모형 검증,

25.

전성연, (2001) 의지조정 전략의 교수가 학업성취와 사회 자기효능감에 미치는 영향, 교육심리연구

26.

한순미, (2003) 중다목표관점에서의 성취목표와 자기조절 학습전략 사용간의 관계, 교육심리연구

27.

Bandura,A., (1986) Social foundations of thought and action: A social cognitive theory, Prentice-Hall

28.

Bandura,A., (1997) Self-efficacy:The exercise of control, Freeman

29.

Barron,K.E., (2000) Achievement goals and optimal motivation: A multiple goals approach. In : Intrinsic and extrinsic motivation , Academic Press

30.

Boeraerts,M., (1995) Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories, Educational Psychologist

31.

Boynton Health Service, (1999) The health of University of Minnesota students:1998/ 1999 annual report, University of Minnesota

32.

Britton,B.K., (1991) Effects of Time-Management Practices on College Grades, Journal of Educational Psychology

33.

Brown, A. L., (1983) Learning, remembering and understanding In : Handbook of child psychology: Vol. 3 Cognitive Development, Wiley

34.

Corno,L., (2001) Volitional aspects of self- regulated learning. In : Self-regulated learning and academic achievement: Theoretical perspectives , Erlbaum

35.

Corno,L., (1983) The role of cognitive engagement in classroom learning and motivation, Educational Psychologist

36.

Dweck,C.S., (1986) Motivational processes affecting learning, American Psychologist

37.

Dweck,C.S., (2002) Messages that motivate: How praise molds students' beliefs, motivation, and performance (in surprising ways). In : Improving academic achievement: Impact of psychological factors on education , Academic Press

38.

Ferrari,J.R., (2000) Examining behavior processes in indecision: decisional procrastination and decision-making style, Journal of Research in Personality

39.

Ferrari, J. R., (1995) Procrastination and task avoidance: Theory, research, and treatment, Plenum

40.

Flavell,J.H., (1979) Flavell, J. H. (1979). Metacognive and cognitive monitoring. A new area of,

41.

cognitive-developmenal inquiry. American Psychologist, 34(10), 906-911,

42.

Herackiewicz, J. M., (2002) Revision of achievement goal theory: Necessary and illuminating, Journal of Educational Psychology

43.

Kaplan, A., (2002) Achievement goals and goal structures. In : Goals, goal structure and pattern of adaptive learning , Erlbaum

44.

Kachgal, M. M., (2001) Academic procrastination prevention/ intervention: strategies and recommendations, Journal of Developmental Education

45.

Lakein, A., (1973) How to get control of your time and your life, The New American Library

46.

Lay,C.H., (1990) Working to schedule on personal projects: An assessment of persom-object characteristics and trait procrastination, Journal of Social Behavior and Personality

47.

Lin, Y. G., (2003) College student intrinsic and/or extrinsic motivation and learning, Learning and Individual Differences

48.

Macan,T.H., (1996) Time-management training: Effects on time behaviors, attitudes, and job performance, The Journal of Psychology

49.

Macan, T. H., (1990) College students' time management: correlations with academic performance and stress, Journal of Educational Psychology

50.

McCown, W., (1987) An experimental study of some hypothesized behaviors and personality variables of college student procrastination, Personality and Individual Differences

51.

Midgley,C., (2001) Academic self-handicapping and achievement goals: A further examination, Contemporary Educational Psychology

52.

Montalvo,F.T., (2004) Self-Regulated Learning: Current and Future Directions, Electronic Journal of Research in Educational Psychology

53.

Nicholls,J.G., (1984) Conceptions of ability and achievement motivation. In : Research on motivation and education: Student motivation , Academic Press

54.

Orpen,C., (1993) The effect of time-management training on employee attitudes and behavior:A field experiment, The Journal of Psychology

55.

Paris, S. G., (1983) Becoming a strategic reader, Contemporary Educational Psychology

56.

Paris,S.G., (1995) How metacognition can promote academic learning and instruction. In : Dimensions of thinking and cognitive instruction, Vol. 1, LawrenceErlbaum Associates

57.

Pintrich,P.R., (2000) Educational psychology at the millennium: A look back and a look forward, Educational Psychologist

58.

Pintrich,P.R., (2000) The role of goal orientation in self-regulated learning. In : Handbook of self-regulation , Academic Press

59.

Pintrich,P.R., (2000) Multiple goals, multiple pathways: The role of goal orientation in learning and achievement, Journal of Educational Psychology

60.

Pintrich,P.R., (2003) Motivation and classroom learning. In : Handbook of psychology: Educational psychology , Wiley

61.

Reynolds,W.M., (2003) Current perspectives in educational psychology. In : Handbook of psychology: Educational psychology , Wiley

62.

Schouwenburg, H. C., (2004) Counseling the procrastinator in academic settings, American Psychological Association

63.

Solomon,L.J., (1984) Academic procrastination: frequency and cognitive-behavioral correlates, Journal of Counseling Psychology

64.

Urdan,T.C., (1997) Achievement goal theory: Past results, future directions. In : Advances in motivation and achievement , JAI Press

65.

Urdan, T., (2002) Goals, goal structures, and avoidance behaivors. In : Goals, goal structure and pattern of adaptive learning , Erlbaum

66.

Valle, A., (2003) Multiple goals, motivation, and academic learning, British Journal of Educational Psychology

67.

Vohs,D., (2000) Self -regulation failure: a resource-depletion approach, Psychological Science

68.

Weinstein, C. E., (2000) Self-regulation interventions with a focus on learning strategies. In : Handbook of self-regulation , Academic Press

69.

Wentzel,K.R., (2000) What is it that I'm trying to achieve Classroom goals from a content perspective, Contemporary Educational Psychology

70.

Wigfield,A., (2000) Expectancy-value theory of achievement motivation, Contemporary Educational Psychology

71.

Wolters,C.A., (2003) Understanding procrastination from a self-regulated learning perspective, Journal of Educational Psychology

72.

Zimmerman,B.J., (1998) Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model. In : Self-regulated learning: From teaching to self-reflective practice , Guilford

73.

Zimmerman,B.J., (1989) Models of self-regulated learning and academic achievements. In : Self-regulated learning and academic achievement, Springer

74.

Zimmerman, B. J., (1994) Self-regulatin academic study time: A strategic approach. In : Self-regulation of learning and performance: Issues and educational applications , Erlbaum

75.

Zimmerman,B.J., (2000) Attaining self-regulation: A social cognitive perspective. In : Handbook of self-regulation , Academic Press

76.

Zimmerman,B.J., (2002) Becoming a self-regulated learner: An overview, Theory into Practice

77.

Zimmerman,B.J., (1997) Self-regulatory dimensions of academic learning and motivation. In : Handbook of academic learning: Construction of knowledge , Acadmic Press

한국심리학회지 : 문화 및 사회문제