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표제지

목차

I. 서론 6

1. 연구의 필요성 및 목적 6

2. 연구문제 11

3. 용어의 정의 11

1) 자기평가학습 11

2) 자기조절학습 12

3) 학업성취 12

II. 이론적 배경 13

1. 자기평가 13

가. 자기평가의 정의와 특성 13

나. 자기평가의 교육적 의의 15

다. 학습자의 자기평가 능력 18

라. 자기평가 방법 19

마. 자기평가의 효과 22

2. 자기조절학습 25

가. 자기조절학습의 정의 25

나. 자기조절학습 전략 26

다. 자기조절학습의 구성요인 29

라. 자기조절학습의 효과 31

3. 자기평가학습과 자기조절학습 33

4. 자기평가학습과 학업성취 36

III. 연구방법 38

1. 연구 설계 38

2. 연구 대상 38

3. 측정 도구 39

1) 자기조절학습 검사 39

2) 학업성취도 검사 41

4. 연구절차 42

가. 연구대상 선정 42

나. 사전검사 42

다. 프로그램 실시 42

라. 사후검사 43

5. 자기평가학습 프로그램 43

6. 자료 분석 46

IV. 결과 및 논의 47

1. 결과 47

가. 자기조절학습능력에 미치는 영향에 대한 결과 해석 47

나. 학업성취도에 미치는 영향에 대한 결과 해석 55

2. 논의 56

V. 요약 및 결론 60

1. 요약 60

2. 결론 및 제언 62

참고문헌 65

부록 73

자기조절학습능력 검사지 74

자기평가 학습지 80

Abstract 90

표목차

표 1. 점검 목록법의 예 20

표 2. 평정 척도법의 예 21

표 3. 학습일지 방법의 예 22

표 4. Zimmerman & Martinez-Pons(1990)의 자기조절학습전략의 분류 27

표 5. 자기조절학습 능력 구성요소 31

표 6. 연구설계 38

표 7. 자기조절학습능력 검사지 측정 항목 및 문항 40

표 8. 자기평가학습을 적용한 프로그램의 개요 43

표 9. 자기평가 학습지 양식 46

표 10. 통제집단의 자기조절학습능력 검사의 평균 분포 48

표 11. 실험집단의 자기조절학습능력 검사의 평균 분포 49

표 12. 자기조절학습능력 전체 점수의 공변량분석 결과 50

표 13. 자기조절학습능력 동기변인 점수 공변량분석 결과 51

표 14. 자기조절학습능력 동기변인의 하위요인 점수의 공변량분석 결과 52

표 15. 자기조절학습능력 학습전략변인 점수의 공변량분석 53

표 16. 자기조절학습능력 학습전략변인의 하위요인 점수의 공변량분석 54

표 17. 통제집단과 실험집단의 학업성취도 평균 분포 55

표 18. 학업성취도 전체 점수의 공변량분석 결과 56

초록보기

 The purpose of this research was to find ways to improve the ability of self-regulated learning and academic achievement by analyzing the influence of self-evaluation upon self-regulated learning and academic achievement in first graders of high school students.

Research problems to perform this study were set up as follows.

Research problem 1. Is there any differences on change of self-regulated learning between self-evaluated group and non-self-evaluated group?

Research problem 2. Is there any differences on academic achievement between self-evaluated group and non self-evaluated group?

One high school, located in Ulsan City was chosen, for this study. The two different classes of the 10 classes were selected on the basis of the result of midterm exam in the first semester; 70 first graders in total. One class was set up as a test group and the other class as a control group. The test group had to do self-evaluation and the control group did not.

Both the test group and the control group received 30 classes of self-evaluation program, twice a week from May 10 to July 14, 2010, as scheduled. For the test group, self-evaluation was done for ten to fifteen minutes at the end of each class, but not for control group.

The students were either tested by the self-evaluation handouts related to contents of each class or the self-made materials. The testing material consisted of four Korean questions - one for advanced, two for intermediate, and the last one for beginner - which could be done within 10 to 15 minutes. The criteria were also presented.

To check out the actual changes between the two groups, the same self-regulated learning materials were used before and after starting this research. Also, the value of academic achievement were measured by the result of midterm and final exam.

In this research, MSLQ(Motivated Strategies for Learning Questionnaire) designed by Pintrich and De Grot, which was translated and used by Kwon Yong Son in 2001, was used for measuring the ability of self-regulated learning. This questionnaire was invented for students to check their ability of self-regulated learning by themselves and students can understand how much improvement they've got through the self-regulated learning. Testing materials were classified into several domains including sub-categories.

Testing of academic achievement consisted of a pre-test and a post test. The pre-test was based on the midterm exam of the first semester that was co-prepared by three teachers who were in charge of the first graders. The post-test was based on the final test of first semester co-prepared by three teachers of first graders. Teachers checked whether self-evaluation had some influences on the previous evaluation for academic achievement. With textbooks, teacher's manuals, and other teaching materials, 27 questions were designed in collaboration on the basis of 100 marks in total.

Results from this study were as follows:

Firstly, there were differences between the test group and the control group in the case of the self-regulated learning. For the control group, the post-test was 8.6 higher than the pre-test with the average gap of 0.8 lower and for the test group, the post-test was 18.54 higher than the pre-test with the average gap higher by 11.86. For the checking marks of sub-motives on the ability of self-regulated learning, the differences were revealed between the subject understanding and the strong will for studying. Other sub-categories, such as internal target, external target, self-efficiency and anxiety of test seemed to have no differences.

Secondly, as a results of ANCOVA against total marks of academic achievement values, post values of academic achievement between the test group and the control group showed differences. Therefore, self-evaluation which was carried out in this study could have influenced positive effect on academic achievement.

By analyzing the results for self-regulated learning and academic achievement through self-evaluation, self-evaluation made students participate actively in the class. By checking one's learning process, students could enhance the frequency of their cognitive strategy, causing several changes of learning strategy, and finally improve their self-regulated learning.

Also, self-evaluation had a positive effect on helping students check their strength and weakness, applying those to their studying, and finally raising the ability of students' self-directed learning.

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