• Journal of Digital Policy
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• v.3 no.1
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• pp.1-10
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• 2024

The purpose of this study was to identify the predictors of self-regulated learning strategies among nursing university students. Data were collected from 212 nursing university students in G metropolitan city and K city. The SPSS WIN 23.0 version program was used for data analysis. The data were analyzed using Pearson's correlation coefficient and multiple regression. There were significant correlations between media multitasking and self-regulated learning strategies(r=.45, p<.001), learning flow and self-regulated learning strategies(r=.59, p<.001), and media multitasking and learning flow(r=.32, p<.001). Friendship satisfaction, media multitasking and learning flow explained 45% of the variance for self-regulated learning strategies. To increase the self-regulated learning strategies among nursing university students, it is necessary to develop multiple interventions that enhance friendship satisfaction, media multitasking and learning flow.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.511-517
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• 2021

This study is a descriptive investigative study to correlate of learning flow, self-directedness, self-regulated learning ability and learning achievement of nursing students who in non-face-to-face learning environment. The subjects of the study were 179 nursing college students based in B, G city, who collected data from September to October 2021. The data analysis used the SPSS 24.0 program and performed descriptive statistics and correlation analysis. As a result of the study, the average learning flow was 38.54±7.87 points, self-directedness was 134.83±19.81 points, self-regulated learning ability was 42.93±5.98 points and learning achievement was 15.03±2.56 points. The relationships among learning flow, self-directedness, self-regulated learning ability, and learning achievement showed significant positive correlations. Therefore, strategies to increase the learning achievement of nursing college students in a non-face-to-face environment, and environmental improvement and institutional support to increase learning flow are needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.170-180
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• 2011

The purposes of this study are to find out the effectiveness of the tutoring program and the level of self-regulated learning ability in tutoring program attending students. This study has been performed for team-tutoring program attending students(n=183) who are in 15 department, D college in Daegu. Following results were drawn thought correlation analyses of variables obtained during the survey period. The results were as follows; There was statistically significant difference among perception controlling ability, purpose controlling ability, and action controlling ability. In over 20 ages, organization, meta-perception stratagem, arrangement, self-effectiveness, controlling learning time ability were higher than of lower 20 ages(p<0.05). In tutors, demonstration, organization, meta-perception stratagem, arrangement, checking, purpose intentions, self- effectiveness, achievement, controlling action, help requirement ability were higher than tutees(p<0.05). As results, the tutoring program was effective for both tutors and tutees in college students. Further studies in an education program for students in all years should be implemented to examine tutoring effects. Implementation of tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

• Journal of Industrial Convergence
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• v.20 no.12
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• pp.261-267
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• 2022

This study is a descriptive investigation study attempted to identify the factors influencing the self-regulated learning ability of the 4th grade students of the Department of Nursing who are preparing for the national nurse exam. Data were collected for two weeks from mid-November 2021 and 107 survey results were analyzed using the SPSS/WIN 21.0 program. As a result, ego-resilience (r=.376, p<.001), self-efficacy (r=.590, p<.001), self-esteem (r=.495, p<.001) was found to have a positive correlation with self-regulated learning ability, respectively. These factors significantly affected self-regulated learning ability(adj. R²=.411, F=25.684, p<.001). The results of this study can be used as basic data for developing programs and new teaching methods for nursing college students preparing for the national examination.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.247-256
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• 2018

The purpose of this study is to examine effects of pre-learning and role learning using video on self-regulated learning of nursing students in fundamental nursing practice education. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=84) or control group(n=76). Data was collected from March to June, 2016. The experimental group received education based on pre-learning and role learning using video for 13 weeks. On the other hand, the control group only received explanation-based education. Data was analyzed using ${\chi}^2-test$, independent t-test, and ANCOVA. There was a significant increase in rehearsal, metacognition, self-efficacy, and help seeking in the experimental group compared to those in the control group. Results of this study indicate that pre-learning and role learning using video were effective in enhancing students' ability in rehearsal, metacognition, self-efficacy, and help seeking sections.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.1-16
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• 2017

This study aimed to analyze the relationships between Big five personality (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism), self-regulation learning, and achievement in children in a gifted education program. 95 students in a gifted education program participated in this study. A hypothetical model proposed openness to experience, conscientiousness, extraversion, agreeableness, neuroticism as independent variables, and self-regulation learning and achievement with gifted education as dependent variables. Stepwise regression analysis indicated that openness to experience, conscientiousness, and agreeableness significantly predicted self-regulation learning. Also, neuroticism, selfregulation learning, and extraversion significantly impacted achievement with gifted education. openness to experience, conscientiousness, and agreeableness showed that complete mediating effects through self-regulation learning to achievement. A foundation for improving learning strategies in a successful gifted education program can be constructed on the basis of the results of this study.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.596-607
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• 2018

The purpose of this study was to review the relationships among parental care and parental overprotection perceived by adolescence, their ego-resilience and self-regulated learning ability. For this purpose, a total 2,002 students were selected from the seventh data sets of the Korean Child and Youth Panel Survey(KCYPS). More specifically, samples were composed of 1st graders in middle schools(n=2,002). As a result, first, the perceived parental care had significant effects on the self-regulated learning ability both directly and indirectly through ego-resilience. Second, the perceived parental overprotection had effects on their self-regulated learning ability mediated by ego-resilience. But the effect of parental overprotection was less than the effect of parental care. This study implies that parental care attitude and ego-resilience play important roles in the continuous development of adolescents' self-regulated learning ability.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.233-239
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• 2007

최근 정보통신기술의 발달로 학교 교육 현장에서는 미래형 교육을 위한 새로운 노력들이 시도되고 있다. u-러닝 (Ubiquitous Learning)으로 일컬어지는 이러한 교육을 이끌어가는 도구로서 UMPC (Ultra Mobile Personal Computer)는 기존 PC로 할 수 있는 모든 것을 가능케 하면서 나아가 휴대성과 이동성의 장점까지 겸비해 최근 급부상하고 있다. 본 연구에서는 이러한 동향을 반영하여 평생학습 사회에서 누적된 학습을 효과적으로 관리할 수 있도록 UMPC를 기반으로 한 학습 관리 시스템을 설계하였다. 본 시스템의 장점은 다음과 같다. 첫째, 자기조절학습 이론의 자기조절학습 전략을 적용함으로써 학습자가 능동적이고 자기주도적으로 학습을 점검하고 관리할 수 있도록 하였다. 둘째, 복잡하고 불필요한 기능을 배제하고 기존의 학습 자원과 도구를 최대한 활용하여 시스템의 편의성을 높임으로써 바쁜 일상에서도 간단하게 사용할 수 있는 학습 관리 및 생활 관리 도우미의 역할을 할 수 있도록 하였다. 셋째, 자기 학습에 대한 피드백을 지속적으로 할 수 있도록 도와줌으로써 궁극적으로 학업 성취 향상에 기여할 수 있도록 하였다.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.565-587
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• 2014

Self-Regulated Learning Strategy is a kind of learning strategy that learners could choose and apply metacognitive, cognitive, motivational, and behavioral strategy autonomically and could take an active part in the classes. The purpose of the study was to identify aspects of self-regulated learning strategy with mathematical journal writing. Mathematical journal was composed of 13 questions and each of factor had 1~2 questions. The results of the study have revealed that metacognitive strategies were identified as setting up learning goals, seeking problem solving strategies, reflective thinking and providing examples. Cognitive strategy was identified as understanding the structure among ideas, sequential ranking and key ideas. Motivational strategy was identified as satisfaction and anxiety for studies, confidence and frustration for next studies. There are implications for mathematics education that self-regulated learning strategy can be improved with mathematical journal writing and help students to study mathematics efficiently and successfully.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.135-152
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• 2008

The purpose of this study is to research psychological and social devices to foster self-regulated learning of Korean adolescents. This study investigated metacognitive, motivational, and behavioral factors of self-regulated learning through current research. In terms of metacognitive factors, we reviewed the importance of cognitive and metacognitive learning strategies of adolescents for better self-regulated learning. Especially we gave a great emphasis on the role of comprehension monitoring metacognitive strategy for the learning to read in this review. For motivational factors, recent research of self-regulated learning has tended to focus on self-efficacy and goal orientation. The current research examining behavioral factors of self-regulated learning has tended to focus on time management and academic procrastination. Research findings in the motivational aspect suggest that we need to develop the program to improve adolescents' self-efficacy and recognize new re-conceptualization of the goal theory. Research findings in the behavioral aspect recommend practical tips and strategies to improve time management skills and to overcome academic procrastination. Finally, future directions for research are discussed.