The purpose of this study is to investigate the structural relationships among the attitude toward science and science motivation such as affective characteristics, and self-regulated learning strategy such as cognitive factor of science achievement. 853 middle school students residing in Seoul completed questionnaires about attitude toward science, science motivation, and self-regulated learning strategy. The sample variance-covariance matrix was analysed using AMOS 20.0, and a maximum likelihood minimization function. The results are as follows: First, attitude toward science, science motivation and self-regulated learning strategy of middle school students were all found to have a significant direct effect on science achievement. Second, attitude toward science and science motivation in middle school students has a direct effect on the self-regulated learning strategy. Third, attitude toward science in middle school students has a substantial indirect effect on science achievement mediated by their self-regulated learning strategy. Forth, science motivation in middle school students has indirect effect on science achievement mediated by their self-regulated learning strategy. Therefore, in order to improve science achievement among middle school students, teachers should consider synthetically the affective characteristics such as attitude toward science and science motivation, and cognitive factor such as self-regulated learning strategy.
Keywords:attitude toward science, science motivation, self-regulated learning strategy, science achievement (Glynn et al., 2007). 학습동기는 그 자체가 교육의 목표일뿐만 아니라 학업성취를 촉진하는 수단이 된다 (Jeong, 1996). 특히, 과학 과목에서는 이해하기 어려운 개념과 과학 원리 등을 다루므로 동기가