The purpose of this study is to verify the relationship between perceived children's attachment security and self-regulated learning.
This study focuses on significance of children's attachment security and provides the fundamental resources to find s...
The purpose of this study is to verify the relationship between perceived children's attachment security and self-regulated learning.
This study focuses on significance of children's attachment security and provides the fundamental resources to find solutions and specific information to provide understanding of children's self-regulated learning.
The subjects to reach this purpose are as follows;
First, What is the general tendency of self-regulated learning and children's attachment security to their parents and peers?
Second, Is there any differences between self-regulated learning and children's attachment security to their parents and peers between sex?
Third, How is the correlation between self-regulated learning and children's attachment security to their parents and peers?
Fourth, How much does children's attachment security explain self-regulated learning?
Fifth, Is self-regulated learning varied according to the level of children's attachment security to their parents and peers?
Objects of this study are fifth and sixth grade students from five elementary school(about 1,110) located in Seoul, Kyon-ggi, Dae-jeon, Chon-nam, Chon-buk. Parents and friends' attachment scale(revisal, IPPA-R) designed by Armsden and Greenberg(1987) and self-regulated learning test for children that is standardized by Jung Mi-Kyung(2002) are used for this survey.
Descriptive statistics, Pearson correlation analysis, t-test and multiple regression analysis are operated to measure the sex-differences of attachment security perceived by children and self-regulated learning and the relation of both variables.
The results are as follows;
First, since it shows meaningful difference of only the same age in attachment security by sex and cognition regulation among three low-ranking factors of self-regulated learning and total score of self-regulated learning, girls have higher competence than boys during socialization. Also, in terms of different grades, there are meaningful differences of children to father's, mother's and parents' attachment. Among three low-ranking factors, analysis shows meaningful differences in motivation regulation.
Second, as a result of the correlation between attachment security perceived by children and self-regulated learning, since most low-ranking factors of attachment and self-regulated learning show highly positive correlation(p<.001), it seems that fathers have great responsibility for fostering.
Third, through regression analysis between children's attachment security and self-regulated learning, communication with parents explains self-regulated learning most(10~15%). For the same age attachment security, trust and familiarity explain it most(15~17%).
Fourth, as a result of two independent sample t-test according to the groups of the low-ranking factors of self-regulated learning and parents', father's, mother's and peers' attachment security, it shows that there are meaningful differences(significance level= .001).
Consequently, attachment security perceived by children and self-regulated learning have close relation and it significantly affects self-regulated learning. Futhermore, it tells us that the formation of children's positive attitude such as self-regulated learning, not fragmentary and shortsighted perspective for study, has continuously positive effects on child's development.
This study helps those people who work for children reconsider the importance of parents' education and relationship-improvement between the same age as they look into the relationship between them that affects children's self-regulated learning in each specific stage of development.