• Title/Summary/Keyword: Self directed learning ability

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Structural Relationship among the Self-Efficacy, Self-Directed Learning Ability, School Adjustment, and Leaning Flow in Middle School Students (중학생의 자기효능감, 자기주도학습, 학교적응과 학습몰입 간의 관계 분석)

  • Kang, Seung Hee
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.6
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    • pp.935-949
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    • 2012
  • The purpose of this study was to investigate the structural relationship among the self-efficacy, self-directed learning ability, school adjustment and learning flow in middle school students by the structural equation modeling analysis. The subjects of this study consisted of 553 middle school students. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using the SPSS 12.0 and AMOS 5.0 statistical program. The results of this study were as followed: First, there were significant correlations among the self-efficacy, self-directed learning ability, school adjustment and learning flow. Second, the self-directed learning ability and school adjustment directly affected the learning flow. Third, self-efficacy and school adjustment variables indirectly affected learning flow. The indices of the best fit model on these variable were adequate. This study shows that the self-efficacy, self-directed learning ability, school adjustment are the significant predictor for the learning flow during adolescent.

Learning style, Learning attitude, and Self-directed Learning ability in Nursing Students (간호대학생의 학습유형과 학습태도 및 자기주도적 학습능력)

  • Ha, Ju-Young
    • The Journal of Korean Academic Society of Nursing Education
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    • v.17 no.3
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    • pp.355-364
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    • 2011
  • Purpose: This study was designed to explore the influencing factors on self-directed learning ability of nursing students and to investigate the relationship between learning style, learning attitude, and self-directed learning ability. Methods: The study sample was composed of 263 nursing students. Data were collected from March 8th to April 7th, 2011 using a questionnaire which included Kolb's learning style inventory, learning attitude inventory, and self-directed learning ability inventory. Results: Learning styles of the subjects were assimilator 33.8%, converger 31.9%, accommodator 24.7%, and diverger 9.5%. There was no significant difference in learning styles among grades. However, the total mean score of learning attitude (F=8.30, p<.001) and self-directed learning ability (F=2.85, p=.038) significantly differed among grades. Learning attitude positively correlated to self-directed learning ability (r=.62, p<.001). Learning attitude was the most significant predictor and accounted for 36.5% of the variance in self-directed leaning ability in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely solely on one style. There should be more emphasis placed on the development of positive learning attitude and self-directed learning ability of nursing students.

Effect of Nursing Students' Flipped Learning-type Project-based Learning on Nursing College Students' Self-directed Learning Ability, Self-leadership, and Academic Self-efficacy (플립러닝형 프로젝트기반 학습이 간호대학생의 자기주도적 학습능력, 셀프리더십과 학업적 자기효능감에 미치는 효과)

  • Ryu, Young Seun;Kong, Kyoung Ran
    • Journal of muscle and joint health
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    • v.29 no.3
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    • pp.185-193
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    • 2022
  • Purpose: This study aims to provide basic data for future nursing education by identifying the effects of flipped learning-type project-based learning on nursing college students' self-directed learning ability, self-leadership, and academic self-efficacy. Methods: It is a pre-experimental study designed before and after a single group to verify the effect of flipped learning project-based learning on nursing students' self-directed learning ability, self-leadership, and academic self-efficacy in 81 third-grade nursing students. Results: No statistically significant difference in self-efficacy (t=-0.80, p=.545) but self-directed learning ability (t=-3.85, p<.001) and self-leadership (t=-5.18, p<.001) were found to have a statistically significant difference before and after. Conclusion: Flipped learning-type project-based learning was confirmed effective in improving nursing college students' self-directed learning ability and self-leadership. Therefore, instructors will need to develop and apply teaching methods that provide learners with opportunities for pre-learning and carry out learner-centered projects to improve nursing college students' self-directed learning ability and self-leadership.

The Effect of Learning Coaching Program on Self-Efficacy and Self-Directed Learning Ability of Youth-After-School-Academy Children (학습코칭 프로그램이 방과후아카데미 고학년 아동의 자기효능감 및 자기주도학습능력에 미치는 효과)

  • Kim, Jong-Un;Jung, Bo-Hyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.2
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    • pp.146-165
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    • 2012
  • The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

The Effects of Case-Based Learning on Problem-Solving Ability, Self-Directed Learning Ability, and Academic Self-Efficacy (사례기반학습이 간호대학생의 문제해결능력, 자기주도학습능력과 학업적자기효능감에 미치는 효과)

  • Kim, Ji-Suk;Choi, Hee-Jung
    • Journal of The Korean Society of Integrative Medicine
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    • v.9 no.1
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    • pp.141-150
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    • 2021
  • Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, p<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, p<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, p<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

The Impact of Peer-assessed Fundamentals of Nursing Skills Education and Self-leadership on Self-directed Learning Ability and Learning Attitudes

  • Su-Jin Won;Yoo-Jung Kim;Eun-Young Choi
    • International Journal of Internet, Broadcasting and Communication
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    • v.16 no.1
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    • pp.36-46
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    • 2024
  • This study is a descriptive survey to determine the effects of fundamentals of nursing skills education with peer evaluation on self-leadership, self-directed learning ability, and learning attitude. The factors affecting self-directed learning ability were peer evaluation, self-leadership, and learning attitude (F=118.81, p<.001), with an explanatory power of 50.4%. The factors affecting learning attitude were peer evaluation, self-leadership, and self-directed learning ability (F=48.89, p<.001), with an explanatory power of 29.5%. Based on the results of this study, we believe that it is necessary to apply various teaching methods such as peer evaluation and promote self-leadership to improve self-directed learning and learning attitude.

Analysis of Dual Mediation Effect of Teamwork Competence and Self-Directed Learning Ability between Daily Creativity and Problem Solving Ability of Engineering Students (일상적 창의성과 문제해결능력의 관계에서 공학계열 대학생의 팀워크역량과 자기주도학습력의 이중매개효과 분석)

  • Bae, Sung Ah;Ok, Seung-Yong;Noh, Soo Rim
    • Journal of Engineering Education Research
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    • v.23 no.6
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    • pp.17-26
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    • 2020
  • In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

A Study of the Relationship between Decision Making Abilities in Young Children and Self-directed Learning Abilities (유아 의사결정력과 자기주도 학습능력 간의 관계 연구)

  • Park, Ji-Young
    • Korean Journal of Child Studies
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    • v.33 no.6
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    • pp.71-84
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    • 2012
  • The purpose of this study is to analyze the relationship between decision making abilities young children and their self-directed learning abilities. A survey was carried out using 160 young children in the J region. The collected data were analyzed by Pearson correlation and multiple regression techniques using the SPSS statistics program. The conclusions are as follows : First, decision making abilities in young children exhibited a positive correlation with their self-directed learning abilities. Second, decision making abilities in young children were an influential variable in terms of their self-directed learning abilities. As a result, decision making abilities in young children were an important variable in predicting their self-directed learning abilities.

Effects of Self Study Circle Activity on Self-directed Learning Ability and Learning Attitude in Nursing Students (간호대학생의 자율적인 학습동아리 활동이 자기주도 학습능력과 학습태도에 미치는 효과)

  • Cha, Nam Hyun;Kim, Yun Kyung
    • The Journal of Korean Academic Society of Nursing Education
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    • v.20 no.4
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    • pp.659-666
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    • 2014
  • Purpose: This study investigates the effects of self-study circle activity on self-directed learning ability and learning attitude in nursing students. Methods: This research design is modeled on a nonequivalent control group pretest-posttest design conducted on 36 nursing students (exp.: 21, con.: 15). Data collection was performed from March 2 to July 20, 2013. Data were analyzed using ${\chi}2$-tests and t-tests via the SPSS Win 12.0 program package. The variables were self-directed learning ability and learning attitude. Results: The experimental group revealed significant differences in self-directed learning ability (p<.05) and physiology grade (p<.01) relative to the control group. In contrast, no significant differences between learning attitude were manifest between the two groups. Conclusion: It confirmed that study circle activity is effective in increasing self-directed learning ability in nursing students.

Influence of Critical Thinking Disposition and Academic Self-Efficacy on Self-Directed Learning Ability of Nursing Students (간호대학생의 비판적 사고성향과 학업적 자기효능감이 자기주도적 학습능력에 미치는 영향)

  • Choi, Eun-Young
    • The Journal of the Convergence on Culture Technology
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    • v.7 no.4
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    • pp.171-180
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    • 2021
  • This study was conducted to check critical thinking disposition, academic self-efficacy, and self-directed learning ability, and to understand the effect on self-directed learning ability for nursing students. Data were collected from 268 nursing students in the 3rd and 4th grades of two universities. As a result of the study, it was found that there was a significant positive correlation between critical thinking disposition, academic self-efficacy, and self-directed learning ability of nursing students. The factors affecting the self-directed learning ability of nursing students were critical thinking disposition, academic self-efficacy, major satisfaction, and personality disposition, which accounted for 68% of self-directed learning ability. Therefore, in order to improve self-directed learning ability, it will be improved if the critical thinking disposition can be improved through the curriculum, and academic self-efficacy and major satisfaction are increased by applying various teaching and learning methods and programs.