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성취목표지향성과 자기조절학습의 관계에 관한 메타분석 원문보기

  • 저자

    김영숙

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육학과-교육심리전공

  • 지도교수

  • 발행년도

    2014

  • 총페이지

    ⅳ, p.46

  • 키워드

    성취목표지향성 자기조절학습 메타분석;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534294&outLink=K  

  • 초록

    The purpose of the study is to synthesize the studies of the relationship between achievement goal orientation and self-regulated learning by meta-analysis. To achieve research questions, the researcher searched for a variety of databases and analyzed 64 studies, which were 28 master's theses, 4 dissertations, and 32 articles from 1991 to 2013 in korea. For the study 1,189 effect sizes were analyzed by CMA 2 program. Achievement goal orientations were divided by mastery-approach goal orientation, mastery-avoidance goal orientation, performance-approach goal orientation, and performance-avoidance goal orientation. And, self-regulated learning was divided by cognition, meta-cognition, motivation regulation, and behavior regulation. Publication biases were analyzed by Rosenthal and Orwin's fail-safe N. By the results of the analyses, there were low possibilities of the publication bias. In the analysis of the effect size, mastery approach goal orientation-SRL was .419, mastery avoidance goal orientation-SRL was -.001, performance approach goal orientation-SRL was .243, and performance avoidance goal orientation-SRL was .016. There were heterogeneities in the effect sizes of subgroups, so the researcher thought these were attributed by the moderator variables such as school classes, published or unpublished studies, and years of publication. First, in the analysis of effect size depending on school classes, middle school was the highest and high school was the lowest in mastery and performance approach goal orientation-SRL. Second, in the analysis of the effect size with regard to published or unpublished studies, master's theses and dissertation was higher than articles in mastery approach, mastery avoidance, and performance approach goal orientation-SRL. Third, in the analysis of effect size according to publication, 2001-2010 studies were the highest and 2011-2013 was the lowest in mastery and performance approach goal orientation-SRL. Based on the relevance of prior researches, the significances and implications of the study were discussed.


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