• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.425-442
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• 2008

This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.491-497
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• 2014

The purpose of this study is to investigate the structural relationships among the attitude toward science and science motivation such as affective characteristics, and self-regulated learning strategy such as cognitive factor of science achievement. 853 middle school students residing in Seoul completed questionnaires about attitude toward science, science motivation, and self-regulated learning strategy. The sample variance-covariance matrix was analysed using AMOS 20.0, and a maximum likelihood minimization function. The results are as follows: First, attitude toward science, science motivation and self-regulated learning strategy of middle school students were all found to have a significant direct effect on science achievement. Second, attitude toward science and science motivation in middle school students has a direct effect on the self-regulated learning strategy. Third, attitude toward science in middle school students has a substantial indirect effect on science achievement mediated by their self-regulated learning strategy. Forth, science motivation in middle school students has indirect effect on science achievement mediated by their self-regulated learning strategy. Therefore, in order to improve science achievement among middle school students, teachers should consider synthetically the affective characteristics such as attitude toward science and science motivation, and cognitive factor such as self-regulated learning strategy.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.351-362
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• 2023

This study aimed to identify structural relationships among variables by examining the direct and indirect effects of cognitive factors such as self-regulated learning strategy and definitional factors such as attitude toward science and scientific self-efficacy on science core competency in middle school students. To this end, the researcher examined the causal relationships among the variables using data from 438 students in all grades at S middle school in a metropolitan city. The results showed that middle school students' self-regulated learning strategy, attitude toward science, and scientific self-efficacy had a direct effect on science core competency, and that self-regulated learning strategy had a direct effect on attitude toward science and scientific self-efficacy. In addition, middle school students' self-regulated learning strategy had an indirect effect on science core competency through attitude toward science and scientific self-efficacy. Therefore, it is necessary to educate students from a comprehensive perspective that considers cognitive factors such as self-regulated learning strategy and defining factors such as attitude toward science and scientific self-efficacy in order to foster science core competency in middle school students.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.95-117
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• 2009

This study investigated the relationships of the self-regulated learning strategies used in both science and English classes and motivation to academic performance of science-gifted high school students. Participants of this study were 144 freshmen of Korea Science Academy It was found out that the use of self-regulation learning strategies and motivation exerts differential influence on the academic performance of science-gifted students, depending on the subjects they study. Results showed that they used more vigorously in science class those self-regulated strategies which consist of cognition, metacognition, and resource management strategies than in English class. In addition, their motivation level in science class was significantly higher than that in English class. Self-regulated strategies did not explain any variance in physics GPA. Task value among the motivation variables accounted for 2 percent of variance in physics GPA. Metacognition and time and study environment variables explained 8 percent and 15 percent of variance in English GPA, respectively. Self-efficacy in motivation accounted for 30 percent of variance in English GPA, These results were discussed in the light of instruction for science-gifted high students.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.135-152
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• 2008

The purpose of this study is to research psychological and social devices to foster self-regulated learning of Korean adolescents. This study investigated metacognitive, motivational, and behavioral factors of self-regulated learning through current research. In terms of metacognitive factors, we reviewed the importance of cognitive and metacognitive learning strategies of adolescents for better self-regulated learning. Especially we gave a great emphasis on the role of comprehension monitoring metacognitive strategy for the learning to read in this review. For motivational factors, recent research of self-regulated learning has tended to focus on self-efficacy and goal orientation. The current research examining behavioral factors of self-regulated learning has tended to focus on time management and academic procrastination. Research findings in the motivational aspect suggest that we need to develop the program to improve adolescents' self-efficacy and recognize new re-conceptualization of the goal theory. Research findings in the behavioral aspect recommend practical tips and strategies to improve time management skills and to overcome academic procrastination. Finally, future directions for research are discussed.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.21-39
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• 2016

The purpose of this study was to investigate the differences in the school life satisfaction of middle school students according to self-directed learning capability and emotion regulation strategy. The subject of this study were 499 middle school students in Daegu. In order to analyze the data, two way ANOVA were employed for analysis and $Scheff{\acute{e}}$ test for post-hoc analysis. The main finding of this study were as follows; First, there were significant differences in the school life satisfaction of middle school students according to self-directed learning capability and behavioral emotion regulation strategy. Second, there were significant differences in the school life satisfaction of middle school students by cognitive emotion regulation strategy. But there were no significant differences in the school life satisfaction according to self-directed learning capability and cognitive emotion regulation strategy. Third, there were significant differences in the school life satisfaction of middle school students according to negative avoidant and emotion regulation strategy. However there were no significant differences in the school life satisfaction according to self-directed learning capability and negative avoidant emotion regulation strategy.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.905-926
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• 2015

This study examined differences among high, medium, and low achievers' motivation, self-regulation strategy, and learning style in an online gifted program. The sample included 788 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly completed 60 questions on their motivation, self-regulation strategy use, and learning style. Multivariate analysis of variance(MANOVA) was conducted for data analysis using SPSS 19.0. The results of this study showed that (1) as levels of students' achievement increased, levels of intrinsic motivation increased as well; (2) statistically significant differences also existed on the levels of elaboration strategy, effort management, and time management strategy use among three levels of achievement and (3) no significant differences in students' learning style preference were found between competitive or cooperative learning style. To sum up, high achieving students' levels of intrinsic motivation, elaboration strategy, effort management strategy, and time management strategy use were the highest compared to medium and low achieving students.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.69-83
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• 2013

This study aims towards developing design guidelines for teachers' professional development programs (PDP) that help to improve self-regulated learning skills through OER (Open Educational Resources). To achieve the research objective, first, literature review and case studies about famous OER collections were conducted, and from these reviews, twenty-six guidelines according to ten categories suggested by Zimmerman & Martinez-Pons were derived and finalized into fifteen items in nine categories through review of five experts. Based on the guidelines, a prototype of a teacher's PDP was implemented and evaluated by seven teachers. Results of the usability evaluation proved that the design strategies implemented in the prototype might contribute to improving teacher's self-regulated learning skills and helped to find the teacher's needs based on their PDP.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.170-180
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• 2011

The purposes of this study are to find out the effectiveness of the tutoring program and the level of self-regulated learning ability in tutoring program attending students. This study has been performed for team-tutoring program attending students(n=183) who are in 15 department, D college in Daegu. Following results were drawn thought correlation analyses of variables obtained during the survey period. The results were as follows; There was statistically significant difference among perception controlling ability, purpose controlling ability, and action controlling ability. In over 20 ages, organization, meta-perception stratagem, arrangement, self-effectiveness, controlling learning time ability were higher than of lower 20 ages(p<0.05). In tutors, demonstration, organization, meta-perception stratagem, arrangement, checking, purpose intentions, self- effectiveness, achievement, controlling action, help requirement ability were higher than tutees(p<0.05). As results, the tutoring program was effective for both tutors and tutees in college students. Further studies in an education program for students in all years should be implemented to examine tutoring effects. Implementation of tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

• The Journal of the Convergence on Culture Technology
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• v.5 no.3
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• pp.171-176
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• 2019

The objective of this study was to investigate the effect of undergraduates' self-directed learning on the school life satisfaction and interpersonal relation ability. For this purpose, 341 undergraduates were targeted and analyzed. The results of the study are as follows. First, as a result of analyzing school life satisfaction, a sub-factor of self-directed learning, all of gender, grade, and age affected. In addition, sub-factors such as study confidence, study passion, study responsibility seemed to affect positively significantly in order. Second, as a result of analyzing the effect on interpersonal relation skills of self-directed study, there was no significant relation in gender, grade, and age. Based on the results of this study, it was confirmed that school life satisfaction and interpersonal relation abilities are closely related to self-directed learning. This is significant in that to revitalize institutions such as educational service, study support for students, self-directed learning programs development in education field at the university, etc. are required.