고등학교 학생의 자기조절 학습전략 유형 탐색

• 영문명: A Case-study on the Self-regulated Learning Strategies of High School Students
• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: 박은주(Eunju Park) 하민수(Minsu Ha)
• 간행물 정보: 『Brain, Digital, & Learning』제12권 제3호, 461~478쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2022.09.30

영문 초록

This study was conducted to explore the adjustment strategies that appear in the learning situation in line with the ultimate educational goal of the current 2015 revised curriculum, which is to foster independent and self-regulating learners and to emphasize the affective domain. This study explored the self-regulation strategies of high school students with high academic achievement through a qualitative research method. In this study, in-depth interviews and data used for students' learning were analyzed for the top-ranked students with average grades of 1 to 2 among the second and third grades of general high schools. The students who participated in the study found that they strategically control their learning through motivational regulation, willpower regulation, and information regulation. The participants used the strategies of performance self-direction, self-compensation, having own goals, having a favorite subject, linking to career, self-efficacy, and finding fun in the area of motivational regulation. In addition, in the willpower regulation area, it was found that strategies such as transitioning learning subjects, changing the environment, making a plan, focusing attention, strengthening willingness, and utilizing pressure were used. Finally, in the information regulation area, strategies such as metacognition, seeking help, and finding learning peers could be found. This study proposes advice that can help students participate in and continue learning by exploring the accommodation strategies experienced by learners.

목차

Introduction

Methods

Results

Acknowledgements

References

키워드

Self-regulated learning motivation regulation affective regulation learning strategy self regulated learning strategy