본 연구는 자기조정학습의 의미와 영역 및 상세 전략들을 분석하였다. 자기조정학습의 등장과 그 동안의 발전 과정을 되짚어 보고, 새롭게 재조명되고 있는 인간의 정신 영역에 대한 Snow 등의 분류 즉, 인지, 의욕, 정의적 특성에 본 연구에서 행동 영역을 추가시켜 자기조정의 하위 영역들을 분류하였다. Bandura, Kuhl, Zimmerman등이 제안한 자기조정학습의 의미를 비교 분석한 뒤, 초인지, 의욕(동기와 의지조정), 정의적 특성, 환경 등의 영역별 자기조정학습 전략들이 개발 및 설명되었다. 초인지 전략의 하위요소에는 자기평가, 조직과 변형, 목표설정과 계획, 기록유지와 점검, 시연과 기억, 시험·노트·교과서 복습전략이 있고, 의욕 영역의 하위요소에는 자기효능감, 착수, 지속, 이탈 전략이 있으며, 정의적 특성에는 감정조정 전략으로서 인지 전략, 행동 전략, 사회적 상호작용 전략이 있고, 행동 및 환경구성 영역에서는 교사·성인·동료 도움구하기, 물리적 환경 구성, 정보탐색 전략이 있다.

It was studied about meanings, domains and specific strategies of self-regulated learning. It was reviewed from theoretical appearance of volitional theory by Germany psychologist Ach at 20th century early, he had distinguished between motivation and volition, to recent many researches on self-regulated learning. Ach`s theory was followed by Kuhl, Snow and Corno, fortunately. Based on Ach and Kuhl, Snow and his colleagues classified human mind into cognition, conation, and affection(Sn0w et al, 1996), and this study was based on theoretical frameworks of their taxonomy on human mind, and behavioral and environmental factor added in this study. In addition, it was compared with concepts and strategies of Bandura, Kuhl, Pintrich & De Groot, Dembo & Eaton and Zimmerman on self-regulated learning. The results of this study were following: First, self-regulated learning strategies was reconstructed and illustrated comprehensively in classroom learning contexts depending on their domains, which consisted of metacognition, conation, affection, and environment in this study. Second, metacognitive domain consisted of self-evaluation, organizing & transforming, goal-setting & planning, keeping records & checking, rehearsal & memorizing, and reviewing tests/notes/textbook strategies(Zim-merman, 1988). Third, conative domain consisted of self-efficacy as motivation (Bandura, 1986), and initiative, persistence, disengagement strategies as volitional action(Kuhl, 1994), and social interaction strategies. Fourth, affective domain consisted of cognitive, behavioral, and social interaction strategies as emotion regulation. Finally, environmental domain consisted of help-seeking teacher/adults/peers, constructing physical environments, and seeking informations(Zimmerman, 1988).