실천공학교육논문지 (Journal of Practical Engineering Education)

  • 제14권2호
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  • Pages.313-325
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  • 2022
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  • 2288-405X(pISSN)
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  • 2288-4068(eISSN)
한국실천공학교육학회 (Korean Institute for Pratical Engineering Education)
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대학생의 학습민첩성과 폐기학습, 학습몰입의 관계: 성별에 따른 조건부 효과

The Relationships among Learning Agility, Unlearning, and Learning Flow of University Students: Conditional Direct and Indirect Effects by Gender

  • 위영은 (한국폴리텍대학 직업교육연구소) ;
  • 김우철 (한국기술교육대학교 HRD학과) ;
  • 이지영 (고려대학교 대학정책연구원)
  • Wee, Youngeun (Vocational Education & Training Research Institute, Korea Polytechnics) ;
  • Kim, Woocheol (Department of HRD, KOREATECH) ;
  • Lee, Jiyoung (University Policy Research Institute, Korea university)
  • 투고 : 2022.06.20
  • 심사 : 2022.08.17
  • 발행 : 2022.08.31
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초록

본 연구는 대학생을 대상으로 학습민첩성과 폐기학습, 학습몰입 관계에서 성별에 따른 조건부 효과를 확인하는 것을 목적으로 한다. 이를 위해 265명 대학생에게 수집한 데이터를 바탕으로 Process v3.5 for SPSS를 활용하여 연구모델의 조건부 효과 분석을 실시하였다. 연구결과 첫째, 대학생의 학습민첩성은 폐기학습과 학습몰입에 유의한 정적 영향을 미치는 것으로 나타났다. 둘째, 대학생의 학습민첩성이 학습몰입에 미치는 효과는 성별에 따라 유의한 영향을 미쳤으나, 조절된 효과는 유의한 영향을 미치지 않았다. 셋째, 대학생의 학습민첩성과 학습몰입 간 관계에서 성별에 따른 폐기학습의 조절된 매개효과는 유의한 것으로 나타났다. 연구결과를 바탕으로 대학교육의 시사점을 제시하였다.

This study aims to identify the conditional direct and indirect effects by Gender in the relationship between Learning Agility, Unlearning and Learning Flow for university students. Based on the data collected from 265 university students the conditional effectiveness of the research model was analyzed using Process v3.4 for SPSS. As a result, first, the Learning Agility of university students had a statistically significant effect Unlearning and Learning Flow. Second, Learning Agility had a statistically significant direct effect on Learning Flow by gender but, the moderated effect of Learning Flow had a significant negative effect. Third, the moderated mediating effect of Unlearning by gender was found to be significant in the relationship between Learning Agility and Learning Flow of university students. Based on these results, implications of education at university were presented.

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