• 공학교육연구
• /
• 제27권2호
• /
• pp.13-24
• /
• 2024

This research aims to examine the effects of engineering students' self-regulated learning strategies on writing self-efficacy, perceptions of writing feedback, and learning presence. To achieve this purpose, firstly, differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were investigated among engineering and non-engineering students. Secondly, the effects of self-regulated learning strategies, as perceived by engineering students, on writing self-efficacy, perceptions of writing feedback, and learning presence were explored. A total of 196 engineering and non-engineering students from one university in Korea responded to a survey based on a four-variable scale. The findings were as follows: firstly, there were significant differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence by major. Secondly, positive correlations between self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were identified in terms of sub-factors of those variables. Thirdly, engineering students' self-regulated learning strategies predicted writing self-efficacy, perceptions of writing feedback, and learning presence. The practical implications of these findings are discussed herein, with particular attention to education for the promotion of self-regulated learning strategies and their application to writing courses, as well as diverse learning environments.

• Educational Technology International
• /
• 제15권2호
• /
• pp.49-69
• /
• 2014

The purpose of this study was to investigate the effect of co-regulated learning on the improvement of self-regulated learning skills in collaborative learning environments. One group pretest-posttest design was used in this study. The subjects were 49 undergraduate students who enrolled in 'Educational Evaluation' course. To facilitate students' co-regulated learning activities, group worksheets were developed. Students performed collaborative tasks in group by using the group worksheets over the 6 weeks. The results showed that the difference between means of the pretest and posttest was no statistically significant. It indicates that co-regulated learning activities did not have a significant effect on the improvement of self-regulated learning skills in collaborative learning environments. However, the results of additional analysis revealed that the difference between means of the pretest and posttest in case of 19 students with low self-regulated learning level was statistically significant. On the other hand, there was no statistically significant difference between means of the pretest and posttest in case of 19 students with high self-regulated learning level. It is interpreted that co-regulated learning activities positively affected the improvement of self-regulated learning skills of students with low self-regulated learning level.

• 한국간호교육학회지
• /
• 제18권2호
• /
• pp.197-205
• /
• 2012

Purpose: This study aimed to demonstrate correlations among self-regulated learning, attention control and Yangseng, to clarify any differences depending on general characteristics and ultimately to understand factors affecting self-regulated learning of undergraduates. Methods: Data were collected for a month from April 1st, 2011. A total of 438 undergraduate nursing students of two universities in Chungbuk and Chungnam were surveyed by using a questionnaire about self-regulated learning, attention control and Yangseng. Results: Self-regulated learning of the subjects showed statistically significant correlations with their attention control (r=.302, p=.001) and Yangseng (r=.292, p=.001). In addition, self-regulated learning could be explained by attention control (${\beta}$=3.648, p=.001), Yangseng (${\beta}$=3.645, p=.001), perceived academic achievement levels (${\beta}$=.124, p=.018), or eating breakfast (${\beta}$=.102, p=.027). In the model, the variables explained self-regulated learning by 19.0%. Conclusion: Nursing instructors should encourage undergraduate nursing students to enhance their attention control so that they can improve their self-regulated learning abilities, which will eventually develop their problem solving skills. In addition, it was shown that self-regulated learning correlates with yangseng including eating a regular breakfast. Maintaining a desirable lifestyle is also essential for students to succeed in self-regulated learning.

• Educational Technology International
• /
• 제10권1호
• /
• pp.137-155
• /
• 2009

The purpose of this research is to develop Blended-TBL(Team Based Learning) model that emphasizes the active participation and teamwork of students in on-off blended learning environment, and apply it into the college course and explore whether self-regulated learning between one group pretest and posttest is different. For this, this research investigated the concept and the characteristics of Team Based Learning, and developed the Blended-TBL Model to apply it into the college course, and finally prove effects of Blended-TBL model on self-regulated learning using Motivated Strategies for Learning Questionnaire (MSLQ). The participants in this study were 57 college students. They participated in on-off blended-TBL course for 15weeks. Participants followed the content grounded and the problem solving steps in collaborative team-based learning. This research practiced a quantitative research to find out the statistical difference of the self-regulated learning between pretest and posttest using SPSS. The result revealed that Blended-TBL students improved self-regulated learning including motivation, cognitive, metacognitive, and resource management. Based on this result, this research discussed the effects of Blended-TBL on Self-Regulated Learning and suggested the further study.

• 한국생활과학회지
• /
• 제23권5호
• /
• pp.759-771
• /
• 2014

The purpose of this study was to examine the effects of undesirable parenting behavior, children's peer relationship and self-regulated learning on children's self-esteem. Using the data from Korean Children and Youth Panel Survey, this study was conducted with Structural Equation Modeling(SEM). The results of this study were as follows. First, parents' undesirable parenting behavior influenced directly on children's self-esteem, and peer relationship. Second, children's peer relationship influenced directly on self-regulated learning, and self-esteem. Third, children's self-regulated learning influenced directly on self-esteem. Fourth, parents' undesirable parenting behavior did not influenced directly on children's self-regulated learning. But children's peer relationship and self-regulated learning had mediating effects on the relationship between undesirable parenting behavior and children's self-esteem.

• 공학교육연구
• /
• 제20권5호
• /
• pp.34-42
• /
• 2017

This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.

• 지식경영연구
• /
• 제9권4호
• /
• pp.1-16
• /
• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권4호
• /
• pp.389-400
• /
• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• Educational Technology International
• /
• 제13권1호
• /
• pp.101-144
• /
• 2012

Students mostly precede their learning without any direct support of instructor in e-learning and mobile educational environment. Many useful strategies and tools to facilitate self-regulated learning behaviors in e-learning environment have been introduced, yet, the limit has been reached by only suggesting self-regulated strategies with visual information in the most researches. Accordingly, this research is intent to propose the sound design strategies that facilitate learner's self-regulated learning behaviors in mobile learning environment. To achieve the objective of the research, two research questions are presented. First, what are the sound design strategies that facilitate the self -regulated learning behaviors in mobile learning environment?. Second, what are the results of evaluating the developed sound design strategies in terms of facilitating self-regulated learning behaviors?. To solve these research questions, the literature reviews on characteristics of mobile learning, concepts and features of self-regulated learning and sound were done to establish the sound design strategies. Through formative research method targeting instructional designers, sound design strategies were modified and supplemented. The research to validate these was performed and to verify the effect of the derived sound design strategies, the usability test aimed at instructional designer and learners was conducted. The final sound design strategies through this research process were six general design strategies and the sixteen detailed strategies. This research is meaningful because this offers the basic research on sound information design which has been lacking and help upgrade the upper limit of instructional design which mainly focused on visual information in mobile learning environment that shows information in a small screen.

• 한국IT서비스학회지
• /
• 제18권5호
• /
• pp.183-191
• /
• 2019

The purpose of this study is to compare the impulsive purchasing tendency of Korean and U.S. college students. In particular, the study examined the effects of self-regulated learning and self-regulated consumption on college students' impulsive buying tendency. A total of 680 valid samples were obtained from online self-reported surveys in Korea and the United States. Both self-regulated learning and self-regulated consumption (self-control and self-supervision) were higher in US college students than Korean students. Self-regulated learning did not influence impulsive purchasing tendency. However, the impulsive purchasing tendency increased as the level of self-supervision among self-regulated consumption decreased. When purchases were made in stores, impulsive purchasing tendency increased in both South Korea and the US. Therefore, it is necessary to make efforts to decrease the impulsive purchasing tendency by fostering self-regulated consumption capacity of college students through consumer education.