중등학생 집단의 학습기술·학습동기·학교관련정의와 학업성취도와의 관계 = The Relationships Among Study Skills, Learning Motivation, School-Related Affects, and Academic Achievements of Secondary School Students

다국어 초록 (Multilingual Abstract)

The study skills, learning motivation, school-related affects are the significant factors that positively influence the learning process of school learners. In this study, the study skills were measured by 7 sub-skills of self-managements, listening and participating in class, task-solving, effectively reading, report writing, information processing, and test-taking. Learning motivation were composed of academic self-efficacy and academic failure tolerance. And school-related affects were measured by 3 sub-area of attitudes towards school and study in general, towards classmates. and towards school teachers.
The purpose of this study were to examine relationships between these process variables and learning outcomes, to explore the relative importance and combined effects of these process variables(12 factors) to academic achievements, and to find the differences in the process variables by sex, school levels, and academic achievements levels. For this study, 265 students were purposively sampled in 7 middle schools, and 286 students in 6 high schools. The 2nd semester average points of those students were also obtained from their teachers.
The major findings in this study were as followings.
First, the study skills, learning motivation, and school-related affects were closely interrelated. The combined effects of study skills and learning motivation to academic achievements were 23 percent. Among the variance, the study skills had 18 percent and learning motivation had 5 percent.
Second, higher achiever showed more positive behavior and attitudes than lower achiever in 11 factors of the learning process variables.
Among these factors, academic self-efficacy, task-solving skill, information processing skill, and test-taking skill were found to be more important factors through regression analysis. These 4 factors explaned 28 percent of variance of academic achievements.
Third, there were no significant differences by school levels in most factors of learning process variables. While girls showed more positive behavior than boys in study skills. But there were no significant differences by sex in both learning motivation and school-related affects.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구의 방법
• Ⅲ. 연구의 결과
• Ⅳ. 논의 및 결론
• 참고문헌
• ABSTRACT