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서지반출
청소년들의 자기주도학습, 관계성, 자아개념 및 학업성취 간의 관계
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  • 청소년들의 자기주도학습, 관계성, 자아개념 및 학업성취 간의 관계
  • The relationship between self-directed learning, relatedness, self-concept, and academic achievement of Korean adolescents
저자명
안도희, 김유리
간행물명
교육학연구KCI
권/호정보
2014년|52권 1호(통권161호)|pp.1-25 (25 pages)
발행정보
한국교육학회|한국
파일정보
정기간행물|KOR|
PDF텍스트(0.8MB)
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서지반출

국문초록

본 연구는 초 중 고등학생을 대상으로 그들의 자기주도학습과 관계성(교사-학생관계 및 또래관 계), 자아개념, 학업성취가 어떠한 관계를 가지며, 학교급에 따라 이들 변인들이 차이가 있는지를 규명 하고자 하였다. 연구 결과, 자기주도학습은 관계성(교사-학생관계 및 또래관계), 자아개념과 학업성취 변인과 정적 상관을 가지며, 관계성(교사-학생관계 및 또래관계)은 자아개념과 학업성취 변인과 정적 상관을 가지는 것으로 나타났다. 학교급에 따른 변인들 간의 차이를 규명한 결과, 초등학생이 중 고등 학생보다 자기주도학습, 관계성(교사-학생관계 및 또래관계), 자아개념이 높은 것으로 나타났다. 마지 막으로, 자기주도학습은 학업성취에 정적으로 직접적인 영향을 주는 것으로 나타났으며, 관계성 중 교 사-학생관계는 자기주도학습, 자아개념과 학업성취에 정적으로 직접적인 영향을 미치는 것으로 나타났 다. 또한, 교사-학생관계는 자기주도학습 또는 자아개념을 거쳐 학업성취에 정적으로 간접적인 영향을 미치는 것으로 나타났다. 따라서, 학생들의 학업성취를 증진시키기 위해서는 학생들로 하여금 자기주 도학습 능력 및 관계성(교사-학생관계 및 또래관계) 향상에 노력을 기울이도록 할 필요가 있다.

영문초록

This study was to examine the causal relationships between relatedness(i.e., teacher-student relationship, and peer relationship), self-concept, self-directed learning, and academic achievement. The participants were 14,846(i.e., 5,059 elementary, 4,544 middle, and 5,243 high) students in Grades 4, 7, and 10 from 108 elementary, 74 junior-high, and 83 high schools in Seoul, Korea. The structural equation model for the total sample supported that teacher-student relationship had direct effects on self-concept, self-directed learning, and academic achievement. Also, peer relationship had direct effects on self-concept and self-directed learning, whereas self-concept had direct effects on self-directed learning and academic achievement. Moreover, there were differences on relatedness(i.e., teacher-student relationship, and peer relationship), and self-concept among school levels. Results are discussed in terms of their implication for mediating role of competence in school settings.

목차

Ⅰ. 서론
Ⅱ. 선행 연구 고찰
Ⅲ. 연구 방법
Ⅳ. 연구 결과
Ⅴ. 논의 및 결론
참고문헌

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