부모의 양육태도와 자기조절학습전략 및 학업성취의 관계 = The relation of child-rearing attitude of parents, self-regulated learning strategy, and academic achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the relationship between students' perception about the child-rearing attitude of their parents and self-regulated learning strategy and academic achievement.
The subjects in this study were 225(115 boys, 110 girls) students, 11th graders selected from four high schools located in Jeonbuk Province.
Through the results of questionaries, their awareness of the child-rearing attitude and their self-regulated learning strategy were measured. Academic achievement was based on the results of last National Achievement Test related to 5 subjects(Korean, Mathematics, English, Social studies and Science).
The gathered data were used to apply the correlational analysis and multiple regression analysis with SPSS 12.0/WIN program to see a statistical testing.
The major conclusions of the study were as follows.
First, The relationship between the child-rearing attitude of their parents and their academic achievement was irrelevant. The reason for this is that as they grow older, the degree of difficulty about learning contents will increase and external factors except parents will have more effect on this.
Second, The relationship between self-regulated learning strategy and academic achievement was very relevant. Especially, cognitive strategy and resource management strategy of self-regulated learning strategy subordinate factors were confirmed as a meaningful prediction factor.
Third, The relationship between the perception about the child-rearing attitude of their parents and their self-regulated learning strategy was very relevant.
Therefore, there was no direct correlation between the child-rearing attitude of their parents and their academic achievement, whereas self-regulated learning strategy was very associated with above-mentioned two factors. Moreover, it is highly recommended to have this study again through course analysis and structural model equation.
It is thought that it is necessary to develop teaching materials for improving the students' self-regulated learning strategy and make a learning environment containing teaching-learning activities avoiding achievement-oriented child-rearing attitude of their parents and entrance examination-oriented education in order to improve their academic achievement.

목차 (Table of Contents)

• 차례 = ⅰ
• 표차례 = ⅳ
• 그림차례 = ⅴ
• ABSTRACT = ⅵ
• I. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 3
• Ⅱ. 이론적 배경 = 4
• A. 부모의 양육태도 = 4
• 가. 부모의 양육태도의 개념 = 4
• 나. 부모의 양육태도와 학업성취 = 8
• B. 자기조절학습 = 8
• 가. 자기조절학습의 개념 = 8
• 나. 자기조절학습의 구성요인 = 11
• 다. 자기조절학습의 발달 = 14
• 라. 자기조절학습과 학업성취 = 15
• C. 학업성취 = 16
• Ⅲ. 연구방법 = 18
• A. 연구대상 = 18
• B. 측정도구 = 18
• 가. 부모의 양육태도 측정도구 = 18
• 나. 자기조절학습 측정도구 = 19
• 다. 학업성취 = 19
• C. 자료처리 = 20
• Ⅳ. 연구결과 = 21
• A. 부모의 양육태도와 학업성취의 관계 = 21
• 가. 부모의 양육태도와 학업성취의 단순상관관계 분석 = 21
• 나. 학업성취에 대한 부모 양육태도의 중다회귀분석 = 22
• B. 자기조절학습과 학업성취의 관계 = 23
• 가. 자기조절학습과 학업성취의 단순상관관계 분석 = 23
• 나. 학업성취에 대한 자기조절학습의 중다회귀분석 = 24
• C. 부모의 양육태도와 자기조절학습의 관계 = 24
• 가. 부모의 양육태도와 자기조절학습의 단순상관관계 분석 = 24
• 나. 자기조절학습에 대한 부모 양육태도의 중다회귀분석 = 26
• D. 논의 = 28
• 가. 부모의 양육태도와 학업성취의 관계 = 29
• 나. 자기조절학습과 학업성취의 관계 = 29
• 다. 부모의 양육태도와 자기조절학습의 관계 = 30
• Ⅴ. 결론 및 제언 = 31
• A. 결론 = 31
• B. 제언 = 32
• 참고문헌 = 34
• 부록 = 39