D 전문대학 신입생의 자기조절학습전략이 학업성취도에 미치는 영향

Effects of Self-regulated Learning Strategy on Academic Achievement of Freshmen in D-college

연구목적: 본 연구는 전문대학생들의 자기조절학습전략이 학업성취도에 미치는 영향을 탐색하여 학생들의 학업 성취와 학교적응능력을 높이는 데 도움을 주고자 한다. 연구방법: D전문대학의 2018년 입학생의 자기조절학습전략검사 결과를 바탕으로 학업성취도별 저․중․고집단 간 one-way ANOVA를 실시하고, 자기주도학습전략과 학업성취도 간에 상관분석, 중다회귀분석을 실시 하였다. 연구결과: 분석결과, 첫째, 자기조절학습전략은 학업성취도별로 고집단과 중․저집단 간에 유의한 차이가 있었다. 둘째, 자기조절학습전략과 학업성취도 간의 상관관계가 유의했다. 셋째, 자기조절학습전략의 하위 변인인 기억전략, 긴장유지, 동기유발, 실천전략이 학업성취도에 유의미한 영향을 미치고 있었다. 결론: 본 연구를 통해 전문대학에서는 학업성취도별로 저집단 뿐만 아니라 중집단에 대한 관심 확대 및고집단을 위한 특화전략이 요구되며, 교과과정 개편, 심리실태조사, 학습태도 감찰, 학습전략 및 실천력 습득을 위한 지원이 필요함을 밝혔다.

Objective: The study aims to help college students to improve their academic achievement and school adaptability by exploring the effects of self-regulated learning strategies on their academic achievement. Methods: Based on the results of the self-regulated learning strategy test of D-college freshmen, a one-way ANOVA was conducted among groups classified according to academic achievement, and correlation analysis and multiple regression analysis were performed to identify the relationships between and effects of self-directed learning strategies on academic achievement. Results: The results of this study are as follows. First, there was a significant difference in self-regulated learning strategies between the high academic achievement group and the middle-low academic achievement groups by academic achievement. Second, the correlation between self-regulated learning strategies and academic achievement was a statistically significant. Third, sub-variables such as memory, tension maintenance, motivation, and action strategy under the self-regulated learning strategy had significant effects on academic achievement. Conclusions: Through this study, differences between groups were verified, and specialized strategies for expanding interest in the low, middle, and high academic achievement groups are required. The regression analysis revealed that curriculum reorganization to improve memory, psychological condition survey, learning attitude monitoring, and support for learning strategies and acquisition of practical skills is necessary.