청소년의 성격특성과 부모의 학습관여가 자율적 학습에 미치는 영향

Effect of Adolescent’s Personality and Parental Academic Involvement on Self-Regulated Learning

This study identified the effects of an adolescent’s personality and parental academic involvement on self-regulated learning. The subjects of this study were 438 middle school students drawn from four middle schools in Daejeon, Chungju, and Nonsan city. Data were analyzed using factor analysis, correlation, and hierarchical multiple regression with the SPSS program. First, the male students’ learning strategy was predicted by parental support of academic involvement, agreeableness, conscientiousness, and openness factors of personality. In contrast, parental support of academic involvement, conscientiousness, openness, neuroticism, and agreeableness factors of personality predicted the test strategy for female students. Second, the test strategy was predicted only by parental support of academic involvement for male students. Conversely, the conscientiousness factor of personality, and parental support of academic involvement affected the test strategy for female students. Third, parental support of academic involvement, conscientiousness, and openness factors of personality had effects on the male students’ pre-post review strategy. On the other hand, conscientiousness factors of personality and parental support of academic involvement affected the pre-post review strategy of female students. Fourth, parental support of academic involvement was the predictor in the help-seeking strategy for male students. However, parental support of academic involvement, conscientiousness, and extroversion factors of personality were the predictors for the female students.