이 연구에서는 초등학생들의 성공지능 유형과 자기조절능력 및 학습몰입과의 관계를 분석했다. 세 가지 검사 도구에 대한 신뢰도를 검토하여 수정한 후 초등학교 4~6학년 350명을 대상을 검사를 실시한 후 응답의 성실성을 검토하여 287명을 최종분석 대상으로 하였다. 먼저 세 가지 검사별로 학년별 차이와 성차를 검토하였다. 다음으로 성공지능의 세 가지 하위지능별로 강점을 확인한 결과 세 가지 지능 모두 강한 균형성취자(A-C-P), 분석적 창조자(A-C), 분석적 실천가(A-P), 그리고 분석가(A)의 4가지 유형이 확인되었다. 세 가지 지능이 모두 강한 균형성취자가 자기조절능력 및 학습몰입 수준 모두 통계적으로 높은 점수를 보였으며, 강점 지능이 둘 이상인 학습자가 모두 높은 점수를 얻었다. 이상의 결과를 토대로 성공지능과 자기조절능력, 학습몰입 수준, 그리고 학업성취도 간의 관계에 대해 논의했으며, 연구 결과와 논의를 토대로 본 연구가 수업에 주는 시사점과 후속연구를 위한 방향을 제시했다.

The purposes of this study were to classify successful intelligence styles, analyze the relationships between successful intelligence styles and self-regulation ability and learning flow. The subject were 287 4th~6th grade elementary school children. Three kinds of instruments were used to gather data for successful intelligence, self-regulation ability and learning flow after checking the reliabilities. According to the results of data analysis, first of all, I found four styles of successful intelligence; Analyzer(A), Analytic Creator(A-C), Analytic Practitioner(A-P), and Consumate Balance(A-C-P). Students who were classified as A-C-P style showed significant higher scores on cognitive and motivational factors of self-regulation ability and learning flow than other three successful intelligence styles. Hence, students who has the A-C-P style had more higher self-regulative skills, and could control their learning processes more effectively and got higher level of learning flow. These two variables, self-regulation ability and learning flow, could be considered as mediating variable between successful intelligence and academic achievements. Program developers who want to focus on successful intelligence and academic achievement can use these results as basic data for their program. Finally, I discussed the above results with the preceding studies and theories, and suggested some implications of this study and future directions of studies. As a final remarks, grouping students using their intellectual ability scores could be blended other important variables, like a political or socio-economic characteristics of students, it is worth to comment that grouping and classifying students should be implemented very carefully.