중학생의 과학성취도와 자기조절학습, 학습환경과의 상관관계

The purpose of this study was to explore the variables influential in science achievement. The subjects of the study were consisted of 156 ninth grade students. The Student`s perception were examined by the tools of PLEIS(Psychological Learning Environment Instrument by Science Teacher) and the measuring instrument of self-regulated learning ability which developed by previous researchers. The results was analyzed by correlation in the statistical packages SPSS/PC^++ Results of this study were summarized as follows. Self-regulated learning ability and psychological learning environment were effective variables on the science achievement. The most significant variable on the science achievement was self-regulated learning ability. The measuring instrument of self-regulated learning ability consist of 8 lower variables, among them 7 lower variables correlated with science achievement. And the students who had high records in science achievement realized learning environment positively. And they also had high records of self-regulated learning. According to the results of this study it is suggested that positive psychological learning environment should be offered to students for the improvement of science achievement. And understanding of self-regulated learning will be helpful to the design of science teaching and voluntary learning process.