취약청소년을 위한 자기조절학습 프로그램 개발 -학습플래너를 기반으로-

이귀숙; 임선아; 류다정; 신정란

서지반출

국문초록

본 연구는 취약청소년들의 심리사회적, 환경적 특성을 반영한 학습플래너 기반의 자기 조절학습프로그램을 개발하기 위하여 수행되었다. 프로그램 개발과정은 김창대 등(2011) 이 제시한 기획단계(목표수립→문헌연구→요구분석), 구성단계(모형개발→내용구성), 실시 및 평가단계(예비연구→평가 및 수정?보완→개발완료)의 절차모형을 적용하였다. 기획단계에서는 우선 국내?외의 학습플래너 및 자기조절학습에 관한 문헌분석을 통해 시사점을 도출하였다. 그리고 서울?경기, 대구?경북, 부산?경남에 소재한 중학교 재학생 846명을 대상으로 학업관련 변인(학업성취, 자기주도적학습태도, 지각된 양육 태도, 부모관여)을 조사하여 SPSS Win 21.0프로그램을 이용하여 독립표본 t-검증 및 MANOVA 분석을 사용하여 소득을 기준으로 취약청소년과 비취약청소년에 대한 학 업성취수준, 자기조절학습능력, 부모양육태도 지각, 부모관여행동에 대한 차이를 분 석하였다. 또한 CYS-Net 전산망을 활용하여 상담관련 현장전문가 222명을 대상으로 취약청소년 대상 학습플래너 제작 및 프로그램에 관한 요구도를 조사하였다. 그리고 취약청소년 학습지도 및 상담 전문가 11명을 대상으로 포커스그룹 인터뷰를 실시하 여 취약청소년의 학업지도 시에 도움이 되는 요인 및 학업지도 시 반드시 고려되어 야 할 사항, 맞춤형 학습플래너 제작 시 고려되어야 할 사항 등에 관한 분석결과를 도출하였다. 구성단계에서는 문헌연구 및 요구분석 결과를 바탕으로 프로그램의 구성원리, 학 습플래너의 구성원리, 프로그램의 운영원리를 도출 한 후 프로그램의 주요내용을 도 출하고 전문가의 자문을 통하여 프로그램을 구성하였다. 프로그램은 3~5명으로 구성 하여 총 6회기로 실시되며, 자기이해→인지조절? 행동조절→동기조절의 위계를 가진 다. 프로그램의 내용은 자기탐색 및 환경탐색을 위주로 하는 자기이해단계, 학습전 략 및 어려운 상황에서의 대처전략을 학습하는 인지조절? 행동조절 단계, 그리고 경 험을 바탕으로 학업적 자기효능감을 강화시키는 동기조절단계로 구성되었다. 실시 및 평가단계에서는 부산시에 소재한 교육복지학교, 지역아동센터, 학교밖청 소년지원센터 청소년 15명을 3개의 집단으로 구성하여 시범운영을 실시하였다. 이후 자기조절학습능력 및 학업적 자기효능감에 대한 사전-사후 점수의 대응표본 t-검증 및 통제집단과의 점수 차이 비교를 위한 독립표본 t-검증을 통해 프로그램의 효과성 을 검증하였다. 시범운영을 실시한 결과는 다음과 같다. 첫째, 본 프로그램은 자기 조절학습태도 총점 및 하위영역 가운데 인지조절에서 유의미한 긍정적 영향을 미치 는 것으로 나타났다. 반면, 행동조절 및 동기조절에서는 유의미한 향상을 나타내지 못하였다. 둘째, 본 프로그램은 학업적 자기효능감의 하위 영역가운데 과제난이도의 향상에 유의미한 영향을 미쳤으며, 자신감 및 자기조절 하위영역에 대해서는 유의미 한 영향을 미치지 못하였다. 끝으로 시범운영 결과 및 참가자 피드백을 바탕으로 본 프로그램에 대한 수정을 거친 후 학업 및 상담관련 현장전문가 2인의 감수를 받아 최종적인 프로그램이 완 성되었다. 이상에서 본 연구를 통해 개발된 취약청소년을 위한 학습플래너 기반의 자기조절학습 프로그램은 취약청소년의 자기조절학습능력 및 학업적 자기효능감 향 상에 부분적으로 기여할 수 있는 유의미한 프로그램이라는 점이 입증되었다.

Ⅰ. 서 론·································································································1 
1. 연구의 목적과 필요성 ··········································································· 1 
2. 연구과제 ································································································· 4 
Ⅱ. 이론적 배경·································································································5 
1. 취약청소년의 개념 및 특성 ·································································· 5 
가. 취약청소년의 개념 ········································································· 5 
나. 취약청소년의 특성 ··········································································· 6 
2. 취약청소년과 학습 ·············································································· 10 
3. 자기조절학습 ······················································································· 14 
가. 자기조절학습의 개념 ····································································· 14 
나. 자기조절학습의 특징 ····································································· 19 
다. 학습플래너 기반 자기조절학습 ····················································· 23 
4. 취약청소년과 자기조절학습 ································································ 27 
Ⅲ. 연구방법·································································································29 
1. 프로그램의 개발절차 모형 ·································································· 29 
2. 프로그램의 개발과정 ··········································································· 31 
가. 문헌연구를 통한 시사점 도출 ······················································· 31 
나. 프로그램 개발을 위한 사전 요구조사 ··········································· 33 
다. 프로그램의 구성 ············································································· 55 
라. 프로그램의 실행 및 평가 ······························································· 62 
Ⅳ. 프로그램의 평가·································································································64 
1. 프로그램의 효과성 검증 ····································································· 64 
가. 연구설계 ·························································································· 64 
나. 연구방법 ························································································· 65 
다. 연구결과 ························································································· 67 
2. 프로그램 참가자 만족도 및 평가의견 ················································ 74 
가. 참가자의 만족도 및 평가의견 ······················································ 74 
나. 프로그램 운영진의 평가의견 ························································ 78 
V. 요약 및 논의·································································································79 
●참고문헌·································································································82 
●부록·································································································91 
1. 취약청소년을 위한 학습플래너 지도자용 매뉴얼 ···························· 92 
2. 청소년용 학업관련 변인 실태조사 설문지 ···································· 133 
3. 현장전문가 대상 요구조사 설문지 ··············································· 143 
4. 현장전문가 대상 포커스그룹 인터뷰 질문지 ······························· 148 
5. 프로그램 효과성 검증을 위한 사전-사후검사 척도 ······················ 149 
●Abstract·································································································157

다운URL

국문초록

목차