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NTIS 바로가기의학교육논단 = Korean medical education review, v.16 no.1, 2014년, pp.32 - 41
The purpose of this study was to investigate the differences in non-cognitive factors, specifically achievement goal orientation (AGO) and self-regulated learning (SRL), influencing the academic achievement (AC) of medical and nursing students. 186 students, including 110 medical students and 76 nur...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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성취목표란 무엇인가? | 성취목표지향성은 인간의 행동양식을 이해하고 해석하기 위한 하나의 틀로서, 이때 성취목표란 개인이 추구하는 목표유형에 따라 발휘하는 성취동기의 유형이며, 성취상황에서 발현되는 성취동기는 개인이 추구하는 목표유형에 의해 해석될 수 있다(Chun & Song, 2011). 특히 성취목표지향성은 학업성취를 예언하는 요인이며, 학습 동기와 관련되는 주요 변인으로 숙달접근, 숙달회피, 수행접근, 수행 회피의 2×2, 4개 요인으로 구성된다. | |
자기조 절학습은 무엇으로 구성되는가? | 자기조절학습은 메타인지, 동기, 행동조절을 통해 자신의 학습과 정에 적극적으로 참여하는 것을 의미하며(Zimmerman, 1990), 학습자가 스스로 학습요구를 파악하여 학습과정이 최적화될 수 있도록 통제․ 조절하면서 학습목표 성취를 위하여 적합한 학습전략들을 적용하여 의미 있는 학습활동결과를 산출해 내는 과정을 의미한다 (Park & Kim, 2004). 자기조절학습은 크게 인지적, 동기적, 행동적 요인으로 구성되며, 그 하위요인에 있어서는 학자들 간 다소 차이가 있다. Chung (2005)은 인지적 조절요인에 인지전략, 시연과 기억, 점검, 계획의 4개 요인, 동기조절요인에 자기효능감, 내재적 가치, 시험불안, 외현적 목표지향의 4개 요인, 행동조절에 노력조절, 시간과 공부조절, 조력추구전략, 공부환경 조작의 4개 요인 등 총 12개하위요인으로 자기조절학습이 구성된다고 하였다. | |
자기조절학습이란 무엇인가? | 자기조절학습은 메타인지, 동기, 행동조절을 통해 자신의 학습과 정에 적극적으로 참여하는 것을 의미하며(Zimmerman, 1990), 학습자가 스스로 학습요구를 파악하여 학습과정이 최적화될 수 있도록 통제․ 조절하면서 학습목표 성취를 위하여 적합한 학습전략들을 적용하여 의미 있는 학습활동결과를 산출해 내는 과정을 의미한다 (Park & Kim, 2004). 자기조절학습은 크게 인지적, 동기적, 행동적 요인으로 구성되며, 그 하위요인에 있어서는 학자들 간 다소 차이가 있다. |
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