고등학생의 학교생활 적응과 자기주도학습의 관계

• 영문명: The Relationship between School Adjustment and Self-Directed Leaning in High School Students
• 발행기관: 학습자중심교과교육학회
• 저자명: 한상훈
• 간행물 정보: 『학습자중심교과교육연구』제6권 2호, 473~488쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.12.30

국문 초록

본 연구의 목적은 고등학생의 학교생활 적응과 자기주도학습의 관계를 규명하고, 학교생활 적응과 자기주도학습의 정도는 학년에 따라 어떠한 차이가 있는지를 분석하는 데 있다. 고등학생 1512명을 대상으로 학교생활 적응 검사와 자기주도학습 검사를 실시하여 자료를 수집하였다. 수집된 자료는 SPSS win 12.0에 의해 상관분석, 중다회귀분석, 변량분석이 수행되었으며, 분석결과 다음과 같은 사실이 밝혀졌다. 첫째, 학교생활 적응도가 높을수록 자기주도학습 정도가 높고, 학교생활 적응이 자기주도학습의 전체변량의 46%를 설명하며, 학교생활 적응 하위요인들의 자기주도학습에 대한 상대적 공헌도는 교우관계, 학습지속성, 수업참여도, 규칙준수 순이다. 둘째, 학교생활 적응은 학년에 따라 유의한 차이가 있는 것으로 나타났다. 셋째, 자기주도학습은 학년에 따라 유의한 차이가 없는 것으로 나타났다.

영문 초록

The purpose of this study was to investigate the relationship between school adjustment and self-directed learning in high school students, and to explore the differences of their school adjustment and self-directed learning as a function of grade level. In order to accomplish this purpose, the questions that this study addresses to answer are as follows: First, is there a significant correlation between high school students\ school adjustment and their self-directed learning? Second, are there significant differences among their grade level in the degree of school adjustment? Third, are there significant differences among the grades in the degree of self-directed learning. The subjects of the present study consisted of 1512 high school students sampled from 1 high school in Deajon metropolitan city. The survey instruments used for this study were School Adjustment Scale and Self-directed Learning Scale. The statistical methods employed for data analysis were the correlation analysis, multiple correlation analysis, and ANOVA by SPSS win 12.0. The results of the study were as follows: Firstly, there was a significant positive correlation between high school students\ school adjustment and their self-directed learning. Also, the explanatory power of predictive variables(academic, social, and affective adjustment) for the self-directed learning was approximately 46%. Secondly, there was significant grade differences in school adjustment. Finally, there weren\ t significant differences among grades in the degree of self-directed learning.

목차

Ⅰ. 서 론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구결과 및 해석

Ⅴ. 논의 및 결론

<참고문헌>

키워드

학교생활 적응 자기주도학습