CAJ | 학술논문

本研究通过与陌生权威访谈的实验情境，考察了学习不良少年在隐匿学习成绩条件下自我监控的特点。结果表明，在访谈情境中，学习不良少年自我监控的总分显著高于非学习不良少年；多元方差分析显示，无论能否隐匿学习成绩，学习不良少年利用情境线索调节自我表现行为的倾向都高于非学习不良少年；但是，能够隐匿学习成绩的学习不良少年应用了更多的内部线索调节自我表现，压抑了真实的自我感受。
본연구통과여맥생권위방담적실험정경，고찰료학습불량소년재은닉학습성적조건하자아감공적특점。결과표명，재방담정경중，학습불량소년자아감공적총분현저고우비학습불량소년；다원방차분석현시，무론능부은닉학습성적，학습불량소년이용정경선색조절자아표현행위적경향도고우비학습불량소년；단시，능구은닉학습성적적학습불량소년응용료경다적내부선색조절자아표현，압억료진실적자아감수。
Through the experiment situation of individual interview with unfamiliar authorities wee examined the characteristics of the self-monitoring of adolescents with learning disabilities （LD） the characteristics of academic achievement information. The results showed that LD adolescents had more self-monltoring when the academic achievements could be concealed. Moreover, the two subscales of state self-monitoring were affected by the interview sdifferently. With respect to outward focusing, the score of LD adolescents was higher than that of NLD adolescents, that is, no matter whether the academic achievement could be concealed or not, LD adolescents were more likely to pay attention to the situation and tailor the self-representing behaviors. On the other hand, as for inward focusing, LD adolescents who concealed the academic achievement were more likely to suppress their real feelings and take the inner conditions as cues to amend their self-expressive behaviors.