• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.215-227
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• 2018

Research on ways to improve e-learning effectiveness has been actively conducted due to the increased numbers of web-based e-learning learners. Of many variables related to e-learning effectiveness, self-regulated learning strategy and presence have been reported as major factors that influences academic achievement in e-learning settings. The purpose of this study was to investigate the effect of self-regulated learning strategy and presence on academic achievement in web-based e-learning. In addition, this study tried to provide useful basic data for successful support and design of e-learning by verifying the mediating effect of these variables. As a result, it was verified that teaching presence and social presence have mediating effects in the relationship between self-regulated learning strategy and perceived achievement in web-based e-learning. Moreover, subjective perception of student's academic achievement played a mediating role between learners' perceived presence and academic achievement. Through this study, it is verified that it is necessary to search for ways to improve the level of learners' teaching presence and social presence in web-based e-learning design in order to eventually improve academic achievement.

• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.456-467
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• 2013

The purpose of this study is to increase the level of learning achievement by on-line learning instruments and self-regulated learning. The study were to investigate the 3 learning instrument-lecture, homework, participation-self related learning strategy, learning achievement. This Survey was conducted 226 responses of e-learning social welfare education learners. For this research, Amos 18 is used. The research findings can be summarized as the following. Lecture, homework and participation is indicated significantly affecting self-regulated learning and self-regulated learning is indicated significantly affecting learning achievement. And learning instruments has not statically significant direct effect on the learning achievement but learning instruments has statically significant indirect effect on the learning achievemen and the self-regulated.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.327-337
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• 2019

The purpose of the current study was to examine dual mediation effect of executive function deficiencies and adaptive cognitive emotion regulation strategies in the relation of smartphone addiction and subjective well-being and to suggest implications for adult smartphone addiction intervention programs. A self-report survey was conducted to 148 adults(71 males and 77 females) and the mediation effect was evaluated by regression analyses. Key findings are as follows. First, executive function deficiencies showed mediation effect on the relationship between smartphone addiction and adaptive cognitive emotion regulation strategies. Second, significant mediation effect of adaptive cognitive emotion regulation strategies was not found on the relationship between smartphone addiction and subjective well-being. Finally, the relation of smarphone addiction and subjective well-being was mediated by executive function deficiencies and adaptive cognitive emotion regulation strategies. These results imply that it would be helpful to train executive function and foster emotion regulation strategies to the adult smartphone addiction groups. Finally, limitations of this study and suggestions for future research of the entire adult age group were discussed.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.21-39
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• 2016

The purpose of this study was to investigate the differences in the school life satisfaction of middle school students according to self-directed learning capability and emotion regulation strategy. The subject of this study were 499 middle school students in Daegu. In order to analyze the data, two way ANOVA were employed for analysis and $Scheff{\acute{e}}$ test for post-hoc analysis. The main finding of this study were as follows; First, there were significant differences in the school life satisfaction of middle school students according to self-directed learning capability and behavioral emotion regulation strategy. Second, there were significant differences in the school life satisfaction of middle school students by cognitive emotion regulation strategy. But there were no significant differences in the school life satisfaction according to self-directed learning capability and cognitive emotion regulation strategy. Third, there were significant differences in the school life satisfaction of middle school students according to negative avoidant and emotion regulation strategy. However there were no significant differences in the school life satisfaction according to self-directed learning capability and negative avoidant emotion regulation strategy.

• 전자공학회논문지 IE
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• v.47 no.1
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• pp.22-33
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• 2010

The main purpose of this study was to develope a reflective journal and examine its effects on student's academic achievement and self-regulated learning strategies. For this study, 'a structured reflective journal' was designed through the steps of systems approach with the purpose of enhancing student's academic achievement and self-regulated learning strategies, especially meta-cognition and critical thinking. The reflective journal used in this study contained the constructive elements of (1) self-evaluation with 5 likert scale, (2) learning essay, (3) dialogue with peers, and (4) dialogue with professor. A total of 94 freshmen enrolled in one of two sections of the engineering courses(theory-based class and experiment and practice-based class) participated in the study for 8 weeks. A pre-test-post-test design was used to examine the effects of the application of reflective journal on student's achievement and self-regulated learning strategies. For the result, analysis of covariance was conducted to determine whether there were any academic achievement differences and self-regulated learning strategy differences. The results suggested that students were taking advantages of the reflective journal, and there were statistically significant differences in academic achievement in the experiment and practice-based class and self-regulated learning strategies in both classes.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.365-387
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• 2016

This study examined the effects of students'perceptions of classroom on self-regulatory strategy use, persistent intention, and achievement in an online Science gifted program. The sample included 434 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly surveyed on their perceptions of classroom (appeal, challenge, choice, meaningfulness, academic self-efficacy), self-regulatory strategy use, and persistent intention. Student achievement data was collected from online learning system. Multiple Regression was conducted to analyze the effect of students'perceptions of classroom on various dependent variables. The results of this study showed that (1) students use of rehearsal strategy was positively related to academic self-efficacy among the sub-variables of students'perceptions of classroom and the use of rehearsal strategy was negatively related to challenge; (2) the use of elaboration strategy was positively related to challenge and meaningfulness; (3) the use of time management strategy was positively related to academic self-efficacy and the use of resource management strategy was positively related to challenge; and (4) students' persistent intention was related to appeal, challenge and meaningfulness, achievement was related to challenge.

• Korean Journal of Child Studies
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• v.35 no.1
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• pp.61-76
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• 2014

This study examined the effects of perfectionism and cognitive-emotion regulation strategies on the test anxiety. The participants in this study were 423(227 boys, 196 girls) 6th graders recruited from four elementary schools in Seoul, Korea. The participants completed the Test Anxiety Inventory-Korea(Kim, 1991), the Child and Adolescent Perfectionism Scale(CAPS; Flett at al, 2000), and the Cognitive-Emotion Regulation Questionnaire(CERQ; Garnefski, 2001). The results of this study were as follows. First, self-oriented perfectionism and socially prescribed perfectionism were both positively associated with test anxiety. Additionally, the children who used more adaptive cognitive-emotion regulation strategies reported lower test anxiety, whereas the children who used more maladaptive cognitive-emotion regulation strategies reported higher test anxiety. Secondly, there was an interactional effect between self-oriented perfectionism and maladaptive cognitive-emotion regulation strategies on test anxiety. Lastly, socially prescribed perfectionism and cognitive-emotion regulation strategies had a significant effect on children's test anxiety. However, there were no interactional effects observed between socially prescribed perfectionism and cognitive-emotion regulation strategies on test anxiety.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.

• The Journal of the Korea Contents Association
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• v.5 no.2
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• pp.19-28
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• 2005

A web-based instructor-learner system has changed the form into a learner-centered environment. Especially a self-regulated learning which is a self-leading and a positive learning, is an ideal learning, and the interest on it is more increasing. In this research, learners can organize the individualized course based on the learner's demand and learning level after making a contract process with the system, The self-regulated learning system which can recognize a learning status and result by analyzed data, and which can lead to a learning goal effectively by establishing a learning strategy, is designed and implemented. The proposed system provides the learner-centered learning environment which can process the differentiated and flexible individualized-teaming service considering an individual characteristic.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.84-92
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• 2009

The purpose of this study was to investigate the level of self-regulated learning ability for engineering students. Self-regulated learning theory has been studied as the theoretical background and assessment framework explaining life-long ability. A survey was conducted to engineering students from an engineering-centered university, located in Seoul. The research findings were as follows. First, each mean of cognitive regulation, motivation regulation, and behavior regulation was 3.041, 3.051, and 2.996 respectively, indicating that the scores were not high. Second, there was no significant difference in the mean score of self-regulated learning ability between female and male students. Third, students in ABEEK accredited program scored meaningfully higher than students in non-accredited program on only 3 sub-components of organization strategy, metacognition, and task value. Fourth, senior students scored meaningfully higher than 1st year students on only 3 sub-components of metacognition, intrinsic motivation, learning environment management. The results revealed that instructional interventions should be provided for engineering students to develop self-regulated learning ability.