개인의 자기조절 인지전략과 공교육 수업제도가 학업성취에 미치는 효과:위계적 선형모형의 적용Effects of Individual Self-Regulated Cognitive Strategies and Public Education on Academic Achievement:Application of the Hierarchical Linear Model
- Authors
- 이주리
- Issue Date
- 2009
- Publisher
- 한국아동학회
- Keywords
- 자기조절 인지전략; 공교육 수업제도; 학업성취; 위계적 선형모형; self-regulated cognitive strategy; public education; academic achievement; hierarchical linear modeling
- Citation
- 아동학회지, v.30, no.4, pp 87 - 97
- Pages
- 11
- Journal Title
- 아동학회지
- Volume
- 30
- Number
- 4
- Start Page
- 87
- End Page
- 97
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/32963
- ISSN
- 1226-1688
2234-408X
- Abstract
- This study used Hierarchical Linear Modeling analysis to investigate the effects of individual self-regulated cognitive strategies and public education on middle school students' academic achievement. Participants were 6389 (boys 3287, girls 3102) middle school students from the 2005 data of the Korea Education Longitudinal Study. Results were as follows:(1) there were significant differences among different schools in middle school students' academic achievement, i.e. 20% of variance in English achievement and 15% of variance in mathematics achievement were explained by school differences. (2) Students’ elaboration and meta-cognitive strategy influenced academic achievement positively. (3) Predictor variables by ability grouping, supplementary class, and/or self-learning class had no significant effects on students’academic achievement.
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