본 연구의 목적은 중등교육과정으로 전환하면서 학업부담이 늘어나는 중학교 신입생들에게 자기조절학습 프로그램을 적용하고, 실시된 프로그램이 학교생활적응에 효과가 있는지 검증하는 것이다. 연구대상은 울산광역시 소재N중학교 1학년 학생 343명(실험집단)과 D중학교 1학년 학생 229명(통제집단)이었다. 실험집단에게는 첫 학기 16주 동안 진로교육시간을 활용하여 자기조절학습프로그램을 적용하였고, 통제집단 학생들에게는 처치를 하지 않았다. 학교생활적응 검사를 사전ㆍ사후에 실시하였다. 학교생활적응에 있어 동질성이 검증되지 않은 두 집단의 사전검사 점수를 통제하기 위해 중다변량분석(MANCOVA)을 실시하여 학교생활적응의 효과를 알아보았다. 연구결과, 사전검사에서 실험집단에 비해 평균이 높았던 통제집단의 학교생활적응점수는 약간 감소하였으나, 실험집단의 점수는 상당히 많이 향상되었다. 이러한 실험집단과 통제집단의 학교생활적응 점수의 차이는 통계적으로도 유의미하였다(F=39.22, p<.001). 본 연구결과를 통해 자기조절학습프로그램이 중학교 신입생의 첫 학기 학교생활 적응에 도움이 되는 것을 확인할 수 있었다.
The purpose of this study was to examine the effect of self-regulated educational program on school adjustment for ninth graders. We assumed that 9th-grade students needed to learn learning strategies such as time management, test taking skills, lecture taking skills, motivation controlling skills and perception of transitional period as a aspect of transitional education because the curriculum and learning environment around them are dramatically changed moving from primary to middle school. The study was based on pretest-posttest experimental design. The subjects of this study were 573 ninth-grade students who enrolled to two middle schools located in Ulsan. One school(343 students) was an experimental group and the other school(229 students) was a control group. The self-regulated educational program was developed to improve learning strategies and motivation controlling skills and adjust a new learning environment easily. The program was applied to the experimental group for 16 weeks. School Adjustment Scale was administrated to all the subjects as the pre and post-test. To verify the effects of the experiment, MANCOVA was conducted. Mean scores on school adjustment in the control group were slightly decreased, but those in the treatment group were increased. Moreover, the treatment group showed a statistically significant difference on school adjustment with the control group that received a neutral intervention.