This study aims to investigate the relation between self-regulated behaviors and academic performance in English subjects among college students studying English as a Foreign Language (EFL). A total of 59 students taking liberal arts English courses participated. For students' self-regulation scores, this study used Miller and Brown's (1991) self-regulation questionnaires with seven steps. The scores of English subjects taken by students were used to correlate self-regulation scores with students' academic results. For analysis, descriptive statistics were conducted to extract the students' self-regulation scores, and a t-test was conducted to see gender differences in self-regulation scores. Additionally, a correlation analysis was conducted to find out the relationship between self-regulation scores and grades of English subjects. According to the results, the students' self-regulation scores were not very high with an overall average of 3.411, and female students showed higher scores (t-value, -2.20, sig. 032) in Evaluation among seven steps for self-regulation scores. There was no significant correlation between students' self-regulation scores and grades, except that there was a very low correlation between Receiving and Implementing among seven steps
본 연구는 한국 대학생들의 자기 규칙화 행동의 정도를 탐구하고 그 결과와 영어 과목의 학업적 수행과의 관계에 대해 탐색하였다. 본 연구를 위해 교양영어 과목을 듣는 총 59명의 학생들이 참여하였다. 학생들의 self-regulation 점수를 알기 위해서 본 연구는 Miller and Brown (1991) 의 self-regulation questionnaire 를 사용하였다. 그리고 self-regulation 점수와 학생들의 학구적 결과물의 상관관계를 위해 학생들이 수강한 과목의 점수를 사용하였다. 분석을 위해 학생들의 self-regulation 점수를 알기 위해 기술통계를 실시하였고 남학생과 여학생의 차이를 보기 위해 t-test를 실시하였다. 결과에 의하면, 학생들의 self-regulation 점수는 그리 높지 않았고 여학생과 남학생의 비교 결과, 여학생이 evaluating에서 더 높다라는 유의미한 결과를 보였다. 학생들의 self-reglation 점수와 성적과의 상관 관계에서 receiving 과 implementing에서 아주 낮은 상관관계를 보인걸 제외하고 유의미한 상관관계를 보이지 않았다.