영재아와 일반아의 학습양식, 자기조절학습전략 및 학습몰입 비교 연구

Abstract

본 연구는 초등 영재아와 일반아의 학습양식, 자기조절학습전략 및 학습몰입 간의 차이와 학습양식과 자기조절학습전략이 학습몰입에 미치는 영향을 비교분석하고자 하였다. 초등학교 6학년 영재아 118명과 일반아 124명을 대상으로 연구한 결과 첫째, 영재아는 일반아보다 독립적, 경쟁적, 참여적 학습양식을 가졌으며, 개인적, 행동적, 환경적 자기조절학습전략을 더 많이 사용하였고, 학습몰입의 정도가 높았다. 둘째, 영재아와 일반아의 독립 및 참여적 학습양식은 자기조절학습전략과 학습몰입에 영향을 미쳤다. 셋째, 영재아의 학습몰입은 학습양식이 참여적이고 독립적일수록, 행동적, 개인적 자기조절학습전략을 많이 사용할수록 높았고, 일반아의 학습몰입은 학습양식이 참여적일수록, 개인적, 환경적 자기조절학습전략을 많이 사용할수록 높았다. This study compared the difference of learning style, self-regulated learning, learning flow, analyzed the learning style impact on self-regulated learning and learning flow between gifted and normal student. The subjects of this study were 118 sixth grade gifted students and 124 general students who showed academic achievement of the same level. According to the results of this study, gifted elementary children had more than the general independent, competitive, participatory learning style and they used personal, behavioral and environmental self-regulation strategies more often. Also they had a higher degree of learning flow than the general. Both gifted and general students, the more independent and participatory learning style, the more increased self-regulated learning and learning flow. And the more used self-regulated learning, the more increased learning flow. The learning flow of the gifted children was higher the more independent, the more participatory, the more used behavioral and personal self-regulated learning strategies. The learning flow of the general elementary children was higher the more participatory, the more used environmental and personal self-regulated learning strategies.