• Title/Summary/Keyword: 자기조절 인지전략

Search Result 71, Processing Time 0.048 seconds

Relationship between Spouse's Covert Narcissism and Marital Satisfaction : Mediating Effect of Cognitive Emotion Regulation Strategies (배우자의 내현적 자기애성향과 결혼만족도의 관계: 인지적 정서조절전략의 매개효과)

  • Kim, Sung-Mi;Lee, Su-Lim
    • The Journal of the Korea Contents Association
    • /
    • v.18 no.4
    • /
    • pp.186-201
    • /
    • 2018
  • The purpose of this study was to verify the mediating effect of adaptive/maladaptive cognitive emotion regulation strategies in the relation between perceived spouse's covert narcissism and marital satisfaction. For this purpose, 300 adults who were married in Seoul and Gyeonggi province were subjected to covert narcissism, marital satisfaction, and cognitive emotion regulation strategy scale and analyzed using the SPSS 23.0 program. The results of the study was followed. First, perceived spouse's covert narcissism showed a significant negative correlation with marital satisfaction and adaptive cognitive emotion regulation strategy, whereas it showed a significant positive correlation with maladaptive cognitive emotion regulation strategy. The marital satisfaction showed a significant positive correlation with adaptive cognitive emotion regulation strategy, but a significant negative correlation with maladaptive cognitive emotion regulation strategy. Second, adaptive/maladaptive cognitive emotion regulation strategies partially mediated the effects of perceived spouse's covert narcissism of on marital satisfaction. Based on these results, the implications and limitations of this study and suggestions for future research were discussed.

The Mediation Effect of Cognitive Self-Regulated Learning Strategy in the Relationships between Self-Efficacy and Achievement in Science (과학영역에서의 자기효능감과 학업성취의 관계에서 인지적 자기조절학습전략의 매개효과)

  • Jo, Son-Mi
    • Journal of The Korean Association For Science Education
    • /
    • v.31 no.6
    • /
    • pp.958-969
    • /
    • 2011
  • The purpose of this study is to investigate relationships among scientific self-efficacy, achievement in science and cognitive self-regulation learning strategy. The subjects were composed of 158 elementary school students. Data of students' self-efficacy related to science and cognitive self-regulation learning strategy measured by questionnaire were analyzed. Science achievement scores were also collected. The results indicated that self-efficacy and cognitive self-regulation learning strategy predicted science scores. The findings showed that cognitive selfregulation learning strategy mediated the relation between self-efficacy and achievement in science. Memory learning strategy, considered a cognitive self-regulation learning strategy, did not mediate the relation between self-efficacy and science scores. The implications of science education to develop students' science achievement in the classroom and the suggestions for future researchers are discussed.

Aspects of Self-Regulated Learning Strategy in mathematical journal writing (수학저널 쓰기학습에서 자기조절학습전략의 양상)

  • Lee, Ji Eun;Whang, Woo Hyung
    • Journal of the Korean School Mathematics Society
    • /
    • v.17 no.4
    • /
    • pp.565-587
    • /
    • 2014
  • Self-Regulated Learning Strategy is a kind of learning strategy that learners could choose and apply metacognitive, cognitive, motivational, and behavioral strategy autonomically and could take an active part in the classes. The purpose of the study was to identify aspects of self-regulated learning strategy with mathematical journal writing. Mathematical journal was composed of 13 questions and each of factor had 1~2 questions. The results of the study have revealed that metacognitive strategies were identified as setting up learning goals, seeking problem solving strategies, reflective thinking and providing examples. Cognitive strategy was identified as understanding the structure among ideas, sequential ranking and key ideas. Motivational strategy was identified as satisfaction and anxiety for studies, confidence and frustration for next studies. There are implications for mathematics education that self-regulated learning strategy can be improved with mathematical journal writing and help students to study mathematics efficiently and successfully.

  • PDF

The Effects of Learner's Self-Regulated Learning Strategy to the Discussion Satisfaction Levels and Mode of Participation Message in the Non-Real-Time Online Discussion (비실시간 온라인 토론에서 학습자의 자기조절학습전략이 토론 만족도와 참여 메시지 유형에 미치는 효과)

  • Kim, Tae-Woong
    • Journal of Engineering Education Research
    • /
    • v.12 no.4
    • /
    • pp.150-158
    • /
    • 2009
  • This study deals with the effect of learner's self-regulated learning strategy in the non-real-time online discussion. Based on these research results, it was suggested self-regulated learning strategy should be utilized in order to enhance the cognitive dimension participation and discussion satisfaction quality of non-real-time online discussion.

Effects of Learning Strategy Game-Based Instruction On Self-Regulated Learning Ability (학습전략 게임 활용 학습의 자기조절학습능력 효과 분석)

  • Kim, Na-Young;Kim, Sung-Wan
    • Proceedings of the Korean Society of Computer Information Conference
    • /
    • 2012.07a
    • /
    • pp.175-178
    • /
    • 2012
  • 이 연구에서는 학습전략 게임 활용 학습에서 자기조절학습능력의 효과를 분석하였다. 그리고 학습전략 게임 활용 학습이 학습자의 학습전략 수준에 따라 자기조절학습능력 신장에 주는 효과성을 검증하여 효과적인 게임 활용 학습 환경 설계에 시사점을 제공하고자 하였다. 연구대상으로서 103명의 초등학생에게 학습전략의 수준을 측정하고 4주간 10차시에 걸쳐 학습전략 게임 활용학습을 실시한 후 자기조절학습능력의 효과를 분석하였다. 연구결과 첫째, 학습전략 게임 활용 학습은 실험집단과 통제집단의 자기조절학습능력에 있어서 통계적으로 유의한 차이가 있었으며 특히 인지조절, 동기조절에서 유의한 차이가 있었다. 둘째, 학습전략 게임 활용 학습은 학습전략 수준별 상, 중, 하 집단의 자기조절학습능력의 향상 차원에서 통계적으로 유의한 차이를 보였으며 특히 중 집단에서 유의한 차이가 있었다.

  • PDF

A Study on the Self-Regulating Learning Ability of General English and Spanish Learners in the Flipped Learning Strategy (거꾸로 학습 전략에 있어서 교양영어와 교양스페인어 학습자의 자기조절 학습능력에 관한 연구)

  • Shin, Myeong-Hee;Kang, Pil Woon
    • Journal of the Korea Convergence Society
    • /
    • v.10 no.4
    • /
    • pp.73-80
    • /
    • 2019
  • The purpose of this study was to examine how flipped learning strategy affects learners' self-regulating ability in both general English and Spanish, based on the study hypothesis that self-regulating learning ability of general English learners will make a meaningful difference in comparison to that of traditional learning. The study was also focused on how flipped learning was related to learners' self-regulating ability. From September 10, 2018 to December 10, 2018, a total of 81 students in general English and Spanish were surveyed in which three sub areas of self-regulating learning (cognitive, motivational, and behavioral control) were considered, and which were divided into six sub-domains, a total of 65 items were composed. Although not very significant results were shown in the case of motivational control, both English and Spanish classes have statistically significant differences in cognitive and behavioral self-regulating learning abilities.

Relationships among Students' Self-Regulation Strategy, Cognitive Conflict, and Conceptual Change in Learning Density (밀도 개념 학습에서 자기 조절 전략과 인지 갈등 및 개념 변화의 관계)

  • Kang, Suk-Jin;Shin, Sook-Hee;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
    • /
    • v.46 no.1
    • /
    • pp.83-89
    • /
    • 2002
  • In this study, students' responses to anomalous data in studying ‘density' were analyzed, and the relationships among trait/state self-regulation strategies, the degree of cognitive conflict, and conceptual change were examined. A trait self-regulation strategy test, a preconception test, and a test of response to anomalous data were administered to 352 eighth graders. Among them, 146 students whose preconceptions were consistent with the presented initial theory were selected. After they had read a scientific explanation, a state self-regulation test and a researcher-made conception test were administerd. There were no significant correlations among the subcategory scores of trait/state self-regulation strategies and the degree of cognitive conflict. The scores of the conception test were significantly correlated with those of trait planning, trait effort, state planning, state self-monitoring, and state effort. State effort was only a significant predictor on students' conceptual change.

Types of Motivation for Self-Determination : Children's Self-Regulated Learning Strategies (아동의 자기조절 학습전략과 관련이 있는 자기결정성 동기 유형 분석)

  • Lee, Hye Joo
    • Korean Journal of Child Studies
    • /
    • v.29 no.3
    • /
    • pp.273-288
    • /
    • 2008
  • Types of motivation for self-determination studied in the current research included intrinsic motivation (IM) to know, IM to accomplish, IM to experience stimulation; external, introjected, identified regulation; and amotivation as related to children's self-regulated learning strategies (use of cognitive strategy and self-regulation). The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990) and the Academic Motivation Scale (Vallerand et al., 1992, 1993) were administered to 123 $5^{th}$ graders (63 girls, 60 boys). Data were analyzed by Pearson's correlation, multiple regression, and canonical correlation analysis. Results indicated that IM to accomplish, IM to know, and identified regulation positively and amotivation negatively affected self-regulated learning strategies. IM to accomplish and IM to know positively and amotivation negatively contributed to use of cognitive strategy and self-regulation.

  • PDF

A Study on the Level of Self-regulated Learning Ability for Students attending Tutoring Program (튜터링 프로그램에 참여한 D대학 대학생들의 자기조절 학습능력 수준에 관한 조사)

  • Jeong, Hyun-Ja;Pyo, Chang-Woo
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.12 no.1
    • /
    • pp.170-180
    • /
    • 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.

Narcissism and sexual Aggression: The Mediating Effects of Entitlement Rage and Sociosexuality, and Moderating Effects of Cognitive Emotion Regulation Strategies (CERS) and State Empathy (자기애와 성폭력 가해 행동의 관계: 특권분노/허용적 성태도의 매개효과와 인지적 정서조절 전략/공감의 조절효과)

  • Da-Won Park;In-Hey Yi
    • Korean Journal of Culture and Social Issue
    • /
    • v.21 no.3
    • /
    • pp.377-394
    • /
    • 2015
  • The purpose of this research was to identify the relationship between specific personality characteristics and maladaptive social behaviors in order to contribute to development of a pragmatic intervention for the prevention of sexual aggression. This was accomplished by examining the mediating effects of entitlement rage (K-PNI) or sociosexuality (K-MSAS) on sexual aggression, and moderating effects of cognitive emotion regulation strategies (K-CERQ) or state empathy (K-CMEM) on sexual aggression in narcissistic men. Data were obtained from male college students (n = 264) who completed self-report questionnaires, such as K-NPI and K-CMEM, and hierarchical regression analysis was applied to examine these relationships. Both entitlement rage and cognitive emotion regulation strategies were found to be unassociated with sexual aggression. Rather, sociosexuality was the mediating factor between narcissism and sexual aggression, Whereas state empathy was a moderating factor between narcissism and sexual aggression. These findings indicate a tendency for sociosexuality to increase sexual aggression in males. However, individuals with low state empathy are more likely to show sexual aggression than those with high state empathy, indicating that intervention for increased state empathy may be a more effective treatment than cognitive emotion regulation strategies.

  • PDF