초등학생이 지각하는 부모의 학습관여와 자기결정성동기가 인지적자기조절학습 전략에 미치는 영향

Abstract

The purpose of this study is to explore the influence of parental learning involvement and their self-determination motivation on cognitive self-regulated learning strategies perceived by elementary school students. For this purpose, the study set the following research questions: Research Question 1: what is the relationship between parental learning involvement, their self-department motivation and cognitive self-regulated learning? Research Question 2: what are the influential of parental learning involvement and their self-department motivation on cognitive self-regulated learning? In this study I first, looked at 342 of 6th graders in Busan who are about to start to middle school in the following school year. Second, I examined how the students recognized their parental learning involvement, self-determination and cognitive learning strategies with survey responses. Third, I analysed the data through Stepwise Multiple Regression Analysis. The results of this study are summarized as follows. First, in the parental learning involvement factors, ‘providing learning information and advice’ and ‘respecting learning style’ positively affects cognitive self-regulated learning. The correlation between the two factors and cognitive self-regulated learning was significant. Second, among the self-determination motivation sub-variables ‘introjected regulation’, ‘identified regulation’ and ‘intrinsic regulation’ affects cognitive self-regulated learning. Also, there was a significant positive correlation between introjected regulation, identified regulation, intrinsic regulation and cognitive self-regulated learning. Third, parental learning involvement and self-determination perceived by elementary school students don’t have significant influence on ‘regulation’ of self-determination motivation factors. ‘Regulation’ is a factor of meta-cognition strategy and is a essential component for a successive learner. Therefore, if parents’ learning involvement aims for their children’s autonomy and then their children internalize their motivation for learning even if the motivation starts from their parents’ leading, their children could improve their cognitive self-regulated learning strategy, and grow into a successive learner.