지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of this study was to determine the relationship between self-regulated learning and learning flow for English major college students. Data were obtained from a sample of 174 English major college students. For the correct analysis, the following methods are used; descriptive statistics, reliability analysis, factor analysis, independent t-test, correlation analysis, stepwise multiple regression analysis.
The questionnaire developed by Yang (2000) was used to identify self-regulated learning and the questionnaire revised by Kim et al. (2010) was also used to identify learning flow for English major college students. The subordinate factors of self-regulated learning are cognition regulation, motivation regulation, behavior regulation. The subordinate factors of learning flow are balance of challenge and skill, agreement of behavior and perception, definite goal, embodiment feedback, task concentration, regulation, losing self- consciousness, transformative time sensation, autotelic experience.
The survey result is as follows. First, between male and female students, there is partially a significant difference in self-regulated learning but there is not a significant difference in learning flow. Second, in the relationship between self-regulated learning and learning flow, there is the high positive correlation. Third, the subordinate factor of learning flow is the predictor of the subordinate factor of self-regulated learning.
목차
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참고문헌 (29)
참고문헌 신청
Bandura,A / 1991 / Social Cognitive Theory of Self-regulation / Organizational Behaveor and Human Decision Processing 50 : 248 ~ 287
Blumenfeld,F / 1992 / Classroom Learning and Motivation: Clarifying and Expanding Goal Theory / Journal of Educational Psychology 84 : 272 ~ 281
Boekaerts,M / 1995 / Self-regulated Learning: Bridging the Gap between Metacognitive and Metamotivation Theories / Educational Psychologist 30 : 195 ~ 200
Corno, L / 1983 / The Role of Cognitive Engagement in Classroom Learning and Motivation / Edaucational Psyychologist 18 : 88 ~ 108
Eccles, J / 1989 / Stage-environment Fit: Developmentally Appropriate Classrooms for Young Adolescents, In Research on Motivation in Education / Academic Press : 139 ~ 186
Blumenfeld,F / 1992 / Classroom Learning and Motivation: Clarifying and Expanding Goal Theory / Journal of Educational Psychology 84 : 272 ~ 281
Boekaerts,M / 1995 / Self-regulated Learning: Bridging the Gap between Metacognitive and Metamotivation Theories / Educational Psychologist 30 : 195 ~ 200
Corno, L / 1983 / The Role of Cognitive Engagement in Classroom Learning and Motivation / Edaucational Psyychologist 18 : 88 ~ 108
Eccles, J / 1989 / Stage-environment Fit: Developmentally Appropriate Classrooms for Young Adolescents, In Research on Motivation in Education / Academic Press : 139 ~ 186
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