부산대학교 도서관

(Abstract) The purpose of this study was to investigate the structural relationships of school-aged children's self-directed learning attitudes and it's related variables. For this study, the respondents were 845 children in 5th and 6th grades, all of whom were sampled across 34 classes in the elementary schools in the areas of Gyeongsan-Si, Yeongcheon-Si and Busan-Si. Questionnaires and psychological tests used for this study surveyed the following: self-directed learning attitudes, parental learning involvement, self-control and academic self-efficacy scale. The collected data were analyzed with AMOS 7.0, a statistical program for structural equation modeling. The results found in this study were as follows: First, children's self-directed learning attitudes were directly affected by their self-control and academic self-efficacy. Second, children's self-control and academic self-efficacy were directly affected by parents' involvement in their children's education. Third, children's academic self-efficacy was directly affected by their ability to exercise self-control. Last, parents' involvement in their children's education did not show a direct effect on children's self-directed learning attitudes, although it might have had an indirect effect on children's self-directed learning attitudes through self-control and academic self-efficacy. In conclusion, as regards to the structural relationship of school-aged children's self-directed learning attitudes: self-control and academic self-efficacy were found to affect self-directed learning attitudes directly. Parents' involvement in their children's education was found to affect children's self-control and academic self-efficacy directly. Self-directed learning attitudes were found to have a mediating effect on children's self-control and academic self-efficacy through their parents' involvement in education.