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.
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The purpose of this study was to investigate the relationship between college students’ self-regulated learning and educational factors through meta-analysis and to synthesize evidence and develop educational implications. This study analyzed 22 primary studies and calculated correlation effect size including overall effect size, effect size of sub-group analysis, and meta-regression. The analysis result is as follows: First, the overall effect size for all studies was .213, and it was a medium effect size. Second, the effect size of sub-self-regulated learning category was similar among cognitive/metacognition, motivation, and social/ environmental factors. Third, the relationship between self-regulated learning and educational domains is larger for affective domain, then cognitive domain, and achievement. The implication and limitation of analysis results, and the direction of future research were discussed.
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참고문헌 (27)
참고문헌 신청
Bandura, A. / 1986 / Social Foundations of thought and action / Prentice-Hall
Boekaerts, M. / 1999 / Self-regulated learning: where we are today? / International Journal of Educational Research 31 : 445 ~ 457
Borenstein, M. / 2009 / Introduction to meta-anaylsis / Wiley
Cohen, J. / 1988 / Statistical power analysis for the behavioral sciences / Erlbaum
Cooper, H. / 1998 / Synthesizing research: A guide for literature reviews / Sage
Boekaerts, M. / 1999 / Self-regulated learning: where we are today? / International Journal of Educational Research 31 : 445 ~ 457
Borenstein, M. / 2009 / Introduction to meta-anaylsis / Wiley
Cohen, J. / 1988 / Statistical power analysis for the behavioral sciences / Erlbaum
Cooper, H. / 1998 / Synthesizing research: A guide for literature reviews / Sage
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