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http://dx.doi.org/10.17703/JCCT.2021.7.4.211

Effect of academic self-efficacy, task value, and class participation of college students on learning satisfaction through flip learning  

Ju, Hyeon Jeong (Dept. of Nursing, Kaya Univ)
Publication Information
The Journal of the Convergence on Culture Technology / v.7, no.4, 2021 , pp. 211-225 More about this Journal
Abstract
The purpose of this study was to investigate the effect of academic self-efficacy, task value, behavioral participation, cognitive participation, emotional participation, and initiative participation on learning satisfaction in 462 college students who took a flip learning class. Results, As for the direct effect of variables affecting learning satisfaction, behavioral participation was the largest factor, followed by initiative participation, task value, emotional participation, and academic self-efficacy. These variables explained 86% of learning satisfaction. Academic self-efficacy and task value had an indirect effect on learning satisfaction through behavioral, emotional, and proactive participation. In the multi-group moderating effect with the upper-middle class (B+ or higher) and the lower-middle class (below B) group as the moderating variables, there was a partial moderating effect because the path coefficients of leading participation and learning satisfaction differed between the groups. It is necessary to seek various ways to increase the degree of participation in learning and to develop an intervention strategy through a program tailored to each individual.
Keywords
Flip Learning; Academic Self-Eficacy; Task Value; Class Participation; Learning Satisfaction;
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