학습부적응학생의 인지처리양식, 정서요인, 학습전략의 구조적 관계 분석

Abstract

The purpose of this study is to analyze the variables such as cognitive processing type, emotional factor, and learning strategy according to gender, and explore the structural relationship between the three factors. The subjects were 530 elementary and middle school students from 2013 to 2016 who were commissioned to the education clinics of the Gyeongnam and Busan regions and Office of Education and o Office. The results of this study are summarized as follows. First, There was no significant difference between boys and girls in cognitive processing style, emotional factor, and learning strategy according to gender, concurrent, specific and sequential thinking, but abstract thinking was significantly higher than boys in female students. Second, The purpose of this study was to investigate the direct and indirect effects of emotional factors between the type of teaching and learning strategies. Random thinking had no effect on the learning strategy, but it showed a negative effect on the learning strategy through the emotional factors. Sequential thinking, fact thinking, and abstract thinking all had a positive impact on learning strategies, but negative influences on emotional factors as a partial mediator.