본 연구의 목적은 초등학생의 자기조절학습능력 향상을 위한 성취동기 프로그램을 개발하고 그효과를 검증하는데 있다. 먼저, 본 연구는 성취동기 프로그램을 개발하기 위하여 김창대(2011)의 프로그램 개발 과정을 거쳐 3차례의 예비연구를 실시하였으며 예비연구의 결과와 학생들의 피드백을 바탕으로 프로그램을 수정ㆍ보완하여 총 12회기로 구성된 최종 프로그램을 구안하였다. 개발된 프로그램의 효과를 검증하기 위하여 본 연구는 서울 소재 Y초등학교 5학년 4개 학급, 총 80명을 표집하여 두 개 학급은 선처치집단에, 두 개 학급은 후처치집단에 배정하고 개발한 성취동기 프로그램을 시간 간격을 두고 교차 실시하였다. 그 결과, 선처치집단과 후처치집단 모두에서 프로그램처치 후와 프로그램 종료 후 6주 뒤에 실시한 추수검사에서 자기조절학습능력의 하위영역인 동기조절, 인지조절, 행동조절이 향상되는 결과를 보였다.

The purpose of this study was to develop the program which can improve achievement motivation for elementary school students and verify the effect of the program on the self-regulated learning ability. This study developed a program to improve achievement motivation and self-regulated learning ability of students by letting students have successful experiences through a series of achievement training and helping their successful achievement of studying. To verify the program, this study used 80 students from 4 classes in the 5th grade of Y elementary school located in Seoul. The program was progressed by taking the gap of time between the first(pre-treatment group) and the second(post-treatment group). The results of this study were as follows. First, in pre-treatment group and post-treatment group, applied by achievement motivation improving program, all of self-regulated learning ability scores of pre-test and post-test after finishing group program made significant effects. Second, in each sub-sector of self-regulated learning ability, pre-treatment group verified significant effects in cognition regulation and motivation regulation in post-test after the program, but didn``t verify significant effects in behavior regulation. In post-test of post-treatment group after the program, they verified significant effects in all of cognition regulation, motivation regulation and behavior regulation. Third, in post-test(6 weeks after the program), its effectiveness were maintained in both of two groups.