본 연구는 우리나라 대학생들이 학업적 과제를 수행하기 위해 사용하는 동기조절전략에는 어떤 것들이 있는지, 그리고 자기조절학습의 구성요소로서 동기조절과 학업성취 사이에는 어떤 관계가 있는지를 규명하고자 하였다. 서울소재 대학생 906명을 대상으로 서술형 동기조절 질문지, 설문형 동기조절 질문지, 자기조절학습 질문지를 실시하여 자료를 수집하였고, 학생들의 전체평균평점을 조사하여 학업성취의 자료로 하였다. 수집된 자료를 분석하기 위해 다중응답분석, 상관분석, 중다회귀분석 등이 수행되었다. 본 연구의 주요 결과는 다음과 같다. 첫째, 우리나라 학생들이 주로 사용하는 동기조절전략은 인지전략과, 수행목표 전략, 긍정의지력 전략 등으로 나타났다. 둘째, 동기조절전략은 자기조절학습, 학업성취와 정적인 상관을 보였다. 셋째, 동기조절전략은 자기조절학습과 학업성취를 예언하는 것으로 나타났다.
This study was conducted to investigate the relationship between students\' motivational regulation as a component of self-regulated learning and academic achievement. The research problems of this study were as follows: 1) What strategies do students use to regulate their motivation? 2) Is there a significant relationship between students\' motivational regulation and self-regulated learning? 3) Is there a significant relationship between students\' motivational regulation and academic achievement? The subjects of study were 906 university students. MSLQ (Motivated Strategies for Learning Questionnaire) and MRSI (Motivational Regulation Strategy Inventory) and GPA (grade point average) were used for this survey. The major findings of the study were the followings: First, students regulated their level of efforts in academic tasks by using a variety of cognitive, volitional, and motivational strategies. Students reported a variety of distinct, and identifiable strategies coping with the three motivational problems presented. Students reported using cognition, performance goals, and positive -willpower more frequently than the other motivational strategies. Second, Students\' motivational regulation were positively correlated with self-regulated learning and academic achievement. Third, results from a series of multiple regressions indicated that students\' use of motivational regulation strategies did predict significantly their use of self-regulated learning and academic achievement.
Ⅰ. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 Ⅳ. 연구결과 Ⅴ. 논의 <참고문헌>
