학습부진의 원인에 대하여 정원식(1979)은 학습습관과 개인의 인성에 관련된 요인 등을, 이경준(1983)은 기초학습 결손, 학습활동의 실패, 올바른 학습방법․학습습관․학습태도의 결핍을 지적했다. 김영진(2003) 역시 학습동기의 결여, 바람직하지 않은 학습습관을 제시하였다. 한국교육과정평가원의 1998년 연구과제 ‘학습부진아 지도 프로그램 개발 연구’의 보고서 내용에서도 학습부진의 주요 원인으로 학습 동기 결핍 및 잘못된 학습습관을 들고 있다(김선 외, 2001에서 재인용). 이상의 선행연구들의 연구결과를 검토하여 보면 학습부진의 여러 가지 원인 중 학습습관과 학습동기가 공통 변인임을 알 수 있다. 그러므로 학습부진아의 학업성취를 위해서는 학습하고자 하는 동기 즉 학습의욕과 바람직한 학습습관을 길러주는 것이 필요하다고 본다.
The purpose of this study is to identify the effects of Bibliotherapy Program on the under achiever\'s learning motive and learning habits. To achieve this purpose, two hypotheses were set up. The hypotheses of study was followed. 1. Bibliotherapy Program will influence on the under achiever\'s learning motive. 2. Bibliotherapy Program will influence on the under achiever\'s learning habits. The subjects for this study were 28 students who were less than 20% placed in lower record among 133 students in 6th grade of S Elementary School in Yangsan. These students were randomly divided into two groups, 14 for the experimental group and the other 14 for control group. The Bibliotherapy Program used in this study was based on the researches of Korean Library Association & Korean Association Bibliotherapy, and this researcher modified the program to make it proper for elementary school students. The program has been executed from Sep. to Oct. in the experimental group, 11 times and 60 minutes at one time after school. For the measurement tool of learning motive, Choi, Kyoung Ran(2003)\'s revised version -suitable for elementary school level- of Test of Learning Motive by Kim, Young Chae etc(1995) was used. For the measurement tool of learning habits, Nam, Choon Sun(1998)\'s revised version -suitable for elementary school level- of Test of Learning Habits by Kim, Ki Suk(1996) was used. For analyzing the data about the test of learning motive and learning habits each group, T-test and ANCOVA were taken. The result of this study is as follows. First, the experimental group which participated in bibliotherapy program showed statistically meaningful difference in their learning motive from the control group. That means bibliotherapy program has significant effects on the under achiever\'s learning motive. Second, the experimental group which participated in bibliotherapy program showed statistically meaningful difference in their learning habits from the control group. That means bibliotherapy program has significant effects on the under achiever\'s learning habits.
Ⅰ. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구 방법 및 절차 Ⅳ. 결과 및 논의 Ⅴ. 결론 및 제언 참 고 문 헌 Abstract
