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http://dx.doi.org/10.14702/JPEE.2022.313

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

Wee, Youngeun (Vocational Education & Training Research Institute, Korea Polytechnics)
Kim, Woocheol (Department of HRD, KOREATECH)
Lee, Jiyoung (University Policy Research Institute, Korea university)
Publication Information
Journal of Practical Engineering Education / v.14, no.2, 2022 , pp. 313-325 More about this Journal
Abstract
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.
Keywords
Learning Agility; Unlearning; Learning Flow; Conditional Direct and Indirect Effects; Gender;
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