• Proceedings of the KAIS Fall Conference
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• 2009.12a
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• pp.558-561
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• 2009

본 연구는 2008년 1월부터 2008년 12월까지 B. 뇌훈련 센타에 자기조절 능력 및 학업 성취도 향상을 위하여 방문한 내담자 52명(실험군 26명, 대조군 26명)의 뇌파를 검사하여 뉴로피드백 훈련 전과 훈련후의 뇌 기능과 자기 조절 능력 변화를 보고자 하였다. 자기조절 능력에 영향을 미치는 특정한 뇌 기능의 훈련 전과 후의 결과를 시계열 선형분석으로 비교하였으며, 자기조절 능력 반응 측정 변화를 보기 위하여 5점 척도 설문지를 이용하였다. 연구의 결과로는 자기조절지수, 훈련모드, 최대편차에서 집단 간에 유의미한 차이가 나타났다. 또한 자기조절 능력 반응 설문지에서도 두 집단이 유의미한 차이를 나타냈다. 이는 전전두엽 뉴로피드백의 기술을 적용한 뇌 훈련은 자기조절지수와 자기조절 능력에 긍정적인 영향을 미친다고 볼 수 있겠다.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.605-619
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• 2019

This study aimed to examine the mediating roles of self-determined motivations on the effect of class climate perceived by middle school students on self-regulated learning ablility. For this purpose, a total of 589 students were selected as subjects in this research. Structural equation modeling was conducted so as to verify the relationship among all the variables. As a results, first, the perceived autonomous class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation. Second, the perceived controlled class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation, introjected regulation, and external regulation. This study implies that facilitating autonomous engagement in learning activities will be a effective educational intervention to improve self-regulated learning ability.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.175-178
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• 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.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.117-128
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• 2019

Objective: The purpose of this study is to investigate the effect of mother's acceptance parenting attitude and optimism on children's self-regulation including cognitive, emotional, and behavioral regulation. Methods: The subjects were 361 3, 4, 5 - year - old children and their mothers who attended to the early childhood education institutions. One-way ANOVA was conducted to find out age differences in self-regulation. The regression analysis were conducted to find out whether the mother's optimism could predict their children's self-regulation. The stepwise regression analysis were conducted to find out whether the mother's acceptance parenting attitude could predict their children's self-regulation. Results: As for the self-regulation, there were significant age differences in the cognitve regulation and the behavioral regulation, but not in the emotional regulation. It implies that the abilities of cognitive and behavioral regulation increase as the age level goes up. As for the relations between mother's optimism and their children's self-regulation, only the permanence factor of the mother's optimism predicted children's cognitive, emotional, and behavioral regulation. As for the relations between mother's acceptance parenting attitude and their children's self-regulation, two components of mother's acceptance parenting attitude (unconditionally love & right) could predict children's cognitive, emotional, and behavioral regulation. The component of unique could predict the cognitive and emotional regulation. Conclusion/Implications: These results suggest that mother's optimism and acceptance parenting attitude positively affect on the development of self-regulation ability in children.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.153-157
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• 2012

이 연구는 자기조절학습전략 활용 과제기반언어학습을 영어수업에 적용한 후 학업성취도와 영어 학습태도 차원에서 그 효과성을 규명하고자 하였다. 먼저 학습자의 능동적인 학습과정을 도울 수 있는 자기조절학습전략 활용 과제기반언어 교수 학습 모형을 도출하였다. 이어서 초등영어 5학년 정규교육과정운영 틀에서 자기조절학습전략 활용 과제기반언어학습 수업을 설계하고 실제 적용하였다. 연구결과 첫째, 자기조절학습전략 활용 과제기반언어학습은 학업성취 상위, 중위, 하위 집단에 따른 학업성취도 변화에 대한 분석 결과 학업성취 상위집단과 하위집단 간에 유의미한 차이를 보였다. 둘째, 자기조절학습전략 활용 과제기반언 어학습은 영어에 대한 자아개념, 영어에 대한 태도, 영어에 대한 학습 습관으로 정의된 영어 학습태도의 모든 영역에서 유의미한 차이가 있었다. 자기조절학습전략 활용 과제기반언어학습은 학습자 중심 교육이라는 초등영어교육 추세를 고려할 때 교육현장에 유용하므로 자기조절학습력과 실제적 의사소통능력에 초점을 둔 보다 다양한 교수설계 연구가 요청된다.

• Journal of Science Education
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• v.35 no.2
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• pp.307-323
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• 2011

The study aims to investigate self-regulated learning ability (SRLA) of students and analyze its relationship to their science inquiry skill and affective domain of science in middle schools in Korea. For this end, the research questions include the followings: First, what level is SRLA of middle school students? Second, how does the relationship between SRLA and science inquiry skill look like? Third, how does the relationship between SRLA and affective domain of science look like? A research method employed in the study is the survey utilizing three questionnaires: a) a questionnaire of SRLA (Jung et al., 2004); b) a questionnaire of problem finding ability of the science inquiry skill (Jung et al., 2004); and c) a questionnaire of science affective domain (Seo et al., 2008, adopted from 2006 PISA Student Questionnaire). Responses to three questionnaires by 704 students from seven middle schools in Busan, Ulsan, and Gyeongnam in Korea were analyzed. The research findings were as follows: First, mean average scores of SRLA is 3.02 (${\pm}0.63$) in 5 Likert scale (1 = strongly disagree; 5 = strongly agree). Second, students with higher scores in science inquiry skill showed significantly (p<.05) higher scores in SRLA than others. Third, boys scored higher on self-efficacy scale than girls. As students advance their grade level, their affective domain levels of science significantly (p=.048) decreases, in particular, their self-efficacy level most significantly (p=.002) decreases. Fourth, SRLA was significantly (p=.000) correlated with science inquiry skill and affective domain of science. In conclusions, it appeared that the higher SRLA level of students in middle schools is, the higher level of science inquiry skill and affective domain of science is.

• 한국디지털정책학회:학술대회논문집
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• 2004.05a
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• pp.277-288
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• 2004

컴퓨터를 통한 원격교육의 등장은 학습자에게 다양한 능력을 요구하고 이러한 것들이 성공적인 학업을 이루는 중요한 열쇠가 된다. 이런 시대적 흐름에 따라 학습자에게 요구되는 능력 중 하나가 자기조절 학습 (Self - Regulated Learning)이다. 이에 본 연구는 자기조절학습 (Self - Regulated Learning)을 지원하는 웹기반 학습 (WBI) 시스템에 대하여 연구하였다. 자기조절학습은 매우 긍정적인 학습효과를 제공할 뿐 아니라, 세분화된 학습절차에 의한 학습 구조를 가지며 절차마다 구분된 공간이 필요하므로 웹에 적용하기에 적절하다. 따라서, 본 연구에서는 자기조절학습 모형을 웹에 접목시킨 학습시스템을 개발한다.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.236-246
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• 2018

This study aimed to analyse the effects of a self-regulation group counselling program on self-esteem and self-control in adolescents on probation. In respect to sub-areas of the effects the self-regulation group counselling program had on self-esteem in adolescents, there were statistically significant differences in general self-esteem, social self-esteem and family self-esteem. Also, there were statistically significant differences in all the areas including impulse control and emotional control as sub-areas of self-control. Such results experimentally showed that the self-regulation group counselling program had a significant effect on self-esteem and self-control in adolescents on probation. Therefore, it is expected that the probability of repeating their crimes will decrease greatly if the subjects have self-esteem and self-control enhanced through the group counselling program. It is suggested further studies on the self-regulation group counselling program and its practical use are needed to enhance self-esteem and self-control in adolescents on probation.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.77-84
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• 2016

This study is intended to identify the impacts the Brain Education Meditation Program have on elementary school students' self-regulated learning ability and the academic self-efficacy, This study aims to answer these three questions: First, is the Brain Education Meditation Program effective in improving self-regulated learning abilities of elementary school students? Second, is the Brain Education Meditation Program effective in improving the academic self-efficacy of elementary school students? Third, is there any positive correlation between the Self-Regulated learning ability and the academic self-efficacy of elementary school students? The data analysis results showed as follows: The Program thereby changes the self-regulated learning ability of the students. Second, it has improved the self-confidence, which is a sublevel factor of academic self-efficacy, of the elementary school students who participated in the Brain Education Meditation Program. Third, there exists the positive correlation between self-regulated learning ability and academic self-efficacy.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.21-30
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• 2015

Information and knowledge society in the 21st century computer education is very important. Computer programming education in computer education is very important. There are very few teaching and learning model of computer programming education. In this paper, we develop a self-regulated learning model for students to be self-regulated learning. In this study, we propose self-regulated learning elements, a self-regulated learning steps and self-regulated learning modele. Self-regulated learning elements are task level, generalized level, and efficiency level. Self-regulated learning phases are problem understanding, design, and coding, testing, and maintenance. Self-regulated learning models are to copy, to modify, create, and to challenge. The results of this study are as follows. At Correlations between learning elements and achievement, generalized level, and efficiency level are higher than the task level. At Correlations between learning and achievement, Understanding and design stages are higher than the other stages. At Correlations between learning model and achievement, to transform, to create, and to challenge are higher than to copy.