Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
권호 표지

Differences in Variables Related to Academic Achievement by Profiles of Learning Strategies Used by Children

아동의 인지전략사용 유형별 학업 관련 변인에서의 차이

  • Lee, Hye-Joo (Department of Elementary Education, Ewha Womans University)
  • 이혜주 (이화여자대학교 초등교육학과)
  • Received : 2009.02.28
  • Accepted : 2009.05.07
  • Published : 2009.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

The study explored differences in variables related to academic achievement by profiles of learning strategies. The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), the Test of Beliefs on Intelligence (Cho et al., 2004), the School Satisfaction Scale (Son, 1993; Taft, 1979) and Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli et al., 2002) were administrated to 221 subjects in grade 6 (107 girls, 114 boys). Data were analyzed by cluster analysis and ANOVA. Results identified six different clusters; significant differences of variables related to academic achievement were found among the six clusters. Frequent use of various cognitive strategies plays an important role in higher academic achievement.

Keywords

References

  1. 강순자. 양정은. 여성희(2002). 중학생의 과학성취도와 자기조절학습, 학습환경과의 상관관계. 한국생물교육학회지, 30(2), 190-196.
  2. 고광병. 고세환. 김범기. 최관순(2004). 초등학생의 과학에 대한 인지모니터링 기능의 효율성분석. 한국과학교육학회, 24(6), 1173-1180.
  3. 노태희. 장신호. 임희준(1998). 초등학교 자연 수업에서 메타인지 학습 전략의 효과. 한국과학교육학회지, 18(2), 173-182.
  4. 박경숙. 현주. 박효정. 이재분(1993). 한국교육개발원 지능검사 실시요강. 서울 : 한국적성연구소
  5. 성현숙. 김언주(2003). 성인학습자 집단간의 자기조절학습전략 사용, 동기의 차이와 학업성취와의 관계. 교육심리연구. 17(1), 333-354.
  6. 손순자(1993). 국민학생의 자아개념과 적응행동과의 관계 분석. 건국대학교 석사학위논문.
  7. 안도희. 김옥분(2007). 학문적 미성취 중학생들의 학업관련 특성 : 학업성적, 학업관련 태도, 지적능력에 대한 신념, 학습전략을 중심으로. 교육심리연구, 21(3), 723-745.
  8. 이혜주(2006). 예비유아교사의 인지전략과 자기결정성 동기와의 관계. 아동학회지, 27(2), 55-69.
  9. 정미선. 박원혁(2005). 자기 조절 학습 전략 활동 기록지가 학업 성취도, 과학에 관련된 태도 및 자기 조절 학습 능력에 미치는 효과. 한국생물교육학회지, 33(4), 391-402.
  10. 조석희. 한석실. 안도희. 김미숙. 문수백(2004). 영재성의 발달 및 프로그램 효과에 관한 종단연구(2004-2018). CR 2004-41. 서울 : 한국교육개발원.
  11. Aldenderfer, M. S., & Blashfield, R. K. (1984). Cluster analysis. Newbury Park, CA : Sage.
  12. Alexander, P. A., Marhpy, P. K., Woods, B. S., Duhon, K. E., & Parker, D.(1997). College instruction and concomitant changes in students' knowledge, interest & strategy use : A study of domain learning. Contemporary Educational Psychology, 22(2), 125-146. https://doi.org/10.1006/ceps.1997.0927
  13. Baird, J. (1986). Improving learning through enhanced metacognition : A classroom study. European Journal of Science Education. 8(2), 263-282.
  14. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  15. Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 18(2008), 1-10.
  16. Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering and understanding. In P. Mussen(Ed.), Manual of child psychology : Vol.3. Cognitive development (pp. 177-266). New York : Wiley.
  17. Corno, L. (2004). Conscious knowledge of learning : Accessing learning strategies in a final year high school biology class. International Journal of Science Education, 26(12), 1427-1443. https://doi.org/10.1080/0950069042000177271
  18. Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(1), 88-100.
  19. Dahl, T. L., Bals, M., & Turi, A. L. (2005). Art-students' beliefs about knowldeg and learning associated with their reported use of learning strategies? British Journal of Educational Psychology, 75(3), 257-273.
  20. Dweck, C. S. (1986). Motivation processes affecting learning. American Psychologist, 41(10), 1040-1048. https://doi.org/10.1037/0003-066X.41.10.1040
  21. Dweck, C. S., & Leggett, E. L. (1988). A socialcognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295X.95.2.256
  22. Entwistle, N.. & Ramsden, P. (1983). Understanding student learning. New York : Nichols Publishing Company.
  23. Fisher, S. J., & Ford, J. K. (1998). Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51(2), 397-420. https://doi.org/10.1111/j.1744-6570.1998.tb00731.x
  24. Kreutzer, M. A., Leonard, C, Flavell, J. H., & Hagen, J. W, (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 40 (1), 1-60. https://doi.org/10.2307/1165955
  25. Jacobs, J. E., & Paris, S. G. (1987). Children's meta-cognition about reading : Issues in definition, measurement, and instruction. Educational Psychologist, 22(3/4), 255-278.
  26. Lau, K., & Chan, D. W. (2001). Motivational characteristics of under-achievers in Hong Kong. Educational Psychology, 21(4), 417-430. https://doi.org/10.1080/01443410120090803
  27. Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science : Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-406. https://doi.org/10.1002/(SICI)1098-2736(199604)33:4<393::AID-TEA3>3.0.CO;2-N
  28. Myers, M., & Paris, S. G. (1978). Children's metacogn-itive knowledge aobut reading. Journal of Educational Psychology, 70(5), 680-690. https://doi.org/10.1037/0022-0663.70.5.680
  29. Ommundsen, Y. (2003). Implicit theories of ability and self-regulation strategies in physical education classes. Educational Psychology, 23(2), 141-157. https://doi.org/10.1080/01443410303224
  30. Paris, S. G., Lipson, M., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293-316. https://doi.org/10.1016/0361-476X(83)90018-8
  31. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning componentsof classroom academic performance. Journal of Education Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
  32. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr, & P. R. Pintrich(Eds.), Advances in motivation and achievement : Goals and self-regulatory processes(pp.371-402). Greenwich, CT : JAI Press.
  33. Pintrich, P. R., Smith, D. A. F., Gargia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire(MSLQ). Educational and Psychological Measurement. 53(3), 801-813. https://doi.org/10.1177/0013164493053003024
  34. Renzulli, J. S., Smith, L. H., White, A. J., Callanhan, C. M., Hartman, R. K., & Westberg, K. L. (2002). Scales for rating the behavioral characteristics of superior students : Technical and administration manual. Mansfield Center, CT : Creative Learning Press.
  35. Salili, F., & Lai, M. K. (2003). Learning and motivation of Chinese students in Hong Kong : A longitudinal study of contextual influences on students' achievement orietation and performance. Psychology in the Schools, 40(1), 51-70. https://doi.org/10.1002/pits.10069
  36. Schun, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman(Eds.), Self-regulation of learning and performance : Issues and educational applications(pp. 75-100). Hillsdale, NJ : Lawrence Erlbaum Associates.
  37. Taft, R. (1979). A comparative study of the initial adjustment of immigrant schoolchildren in Australia. International Migration Review, 13(1), 71-80. https://doi.org/10.2307/2545272
  38. Tonyan, H. A., & Howes, C. (2003). Exploring patterns in time children spend in a variety of child care activities : Associations with environmental quality, ethnicity, and gender. Early Childhood Research Quarterly, 18(2003), 121-142.
  39. VanderStoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21(4), 345-362. https://doi.org/10.1006/ceps.1996.0026
  40. Warr, P., & Downing, J. (2000). Learning strategies, learning anxiety and knowledge acquisition. British Journal of Psychology, 91(3), 311-333. https://doi.org/10.1348/000712600161853
  41. Weinstein, C. E., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittock(Ed.), Handbook of research on teaching and learning(pp. 315-327). NY : Macmillan.
  42. Winne, P. H., & Jamieson-Noel, D. L. (2003). Self-regulating studying by objectives for learning : Students' reports compared to a model. Contemporary Educational Psychology, 28(3), 259-276. https://doi.org/10.1016/S0361-476X(02)00041-3
  43. Wolters, C. A. (2003). Regulation of motivation : Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38 (4), 189-205. https://doi.org/10.1207/S15326985EP3804_1
  44. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022-0663.81.3.329
  45. Zimmerman, B. J. (1990). Self-regulated learning and academic and health functioning : A self-regulatory perspective. School Psychology Quarterly, 11(1), 47-66.
  46. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal. 23(4), 614-628. https://doi.org/10.3102/00028312023004614
  47. Zimmerman. B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. https://doi.org/10.1037/0022-0663.80.3.284
  48. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning : Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. https://doi.org/10.1037/0022-0663.82.1.51