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연구보고서
2018 한국교육종단연구 - 한국교육종단연구2013: 중학생의 교육경험과 성장 (TR2018-136)
연구 요약
<차 례>
Ⅰ. 조사개요 ············································································ 1
1. 5차년도 조사 현황 ···································································· 3
2. 5차년도 가중치 산출 ································································· 4
3. 분석 자료 및 분석 방법 ··········································································· 8
Ⅱ. 가정에서의 교육경험과 지원 ······················································································· 11
1. 부모의 지원 ············································································· 13
2. 월 평균 교육비 ········································································ 15
3. 사교육 ······································································· 18
4. 요약 ·········································································· 28
Ⅲ. 학교 내 교육경험 ··········································································· 31
1. 수업 활동 ·································································· 33
2. 교사 풍토 ·································································· 40
3. 교우 관계 ·································································· 44
4. 요약 ·········································································· 48
Ⅳ. 학생 활동과 시간 활용 ··································································· 49
1. 학생 활동 ·································································· 51
2. 시간 활용 ·································································· 55
3. 요약 ·········································································· 62
Ⅴ. 학생의 인지적 성취와 학습자 특성 ············································································· 63
1. 학업성취도 ································································· 65
2. 창의성 ······································································· 69
3. 동기적 선호 ············································································· 70
4. 자기결정성 ································································· 73
5. 학습목표 지향성 ······································································ 79
6. 자기효능감 ································································· 84
7. 자기조절전략 ··········································································· 88
8. 학습양식 선호 ······································································· 100
9. 요약 ········································································ 103
Ⅵ. 학생의 비인지적 특성과 진로 ··················································································· 105
1. 스트레스 ·································································· 107
2. 자아개념 ·································································· 109
3. 인성 ········································································ 114
4. 진로 ········································································ 122
5. 요약 ········································································ 129
참고문헌 ································································ 131
부록 ······································································ 133
Ⅰ. 조사개요 ············································································ 1
1. 5차년도 조사 현황 ···································································· 3
2. 5차년도 가중치 산출 ································································· 4
3. 분석 자료 및 분석 방법 ··········································································· 8
Ⅱ. 가정에서의 교육경험과 지원 ······················································································· 11
1. 부모의 지원 ············································································· 13
2. 월 평균 교육비 ········································································ 15
3. 사교육 ······································································· 18
4. 요약 ·········································································· 28
Ⅲ. 학교 내 교육경험 ··········································································· 31
1. 수업 활동 ·································································· 33
2. 교사 풍토 ·································································· 40
3. 교우 관계 ·································································· 44
4. 요약 ·········································································· 48
Ⅳ. 학생 활동과 시간 활용 ··································································· 49
1. 학생 활동 ·································································· 51
2. 시간 활용 ·································································· 55
3. 요약 ·········································································· 62
Ⅴ. 학생의 인지적 성취와 학습자 특성 ············································································· 63
1. 학업성취도 ································································· 65
2. 창의성 ······································································· 69
3. 동기적 선호 ············································································· 70
4. 자기결정성 ································································· 73
5. 학습목표 지향성 ······································································ 79
6. 자기효능감 ································································· 84
7. 자기조절전략 ··········································································· 88
8. 학습양식 선호 ······································································· 100
9. 요약 ········································································ 103
Ⅵ. 학생의 비인지적 특성과 진로 ··················································································· 105
1. 스트레스 ·································································· 107
2. 자아개념 ·································································· 109
3. 인성 ········································································ 114
4. 진로 ········································································ 122
5. 요약 ········································································ 129
참고문헌 ································································ 131
부록 ······································································ 133
