• 대한지구과학교육학회지
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• 제16권3호
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• pp.351-362
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• 2023

이 연구는 중학생의 자기조절학습 전략과 같은 인지적 요인과 과학에 대한 태도, 과학적 자기효능감과 같은 정의적 요인의 과학 핵심역량에 대한 직·간접 효과를 검증하여 변인 간의 구조적 관계를 규명하고자 하였다. 이를 위해 광역시 소재 S 중학교의 전학년 학생 438명의 자료를 사용하여 변인 간의 인과 관계를 살펴보았다. 중학생의 자기조절학습 전략, 과학에 대한 태도, 과학적 자기효능감은 과학 핵심역량에 직접적인 영향을 미쳤으며, 자기조절학습 전략은 과학에 대한 태도, 과학적 자기효능감에 직접적인 영향을 미치는 것으로 나타났다. 또한 중학생의 자기조절학습 전략은 과학에 대한 태도와 과학적 자기효능감을 매개로 과학 핵심역량에 간접적인 영향을 미쳤다. 그러므로 중학생의 과학 핵심역량 함양을 위해서는 인지적 요인인 자기조절학습 전략과 정의적 요인인 과학에 대한 태도와 과학적 자기효능감을 고려한 종합적 관점에서 학생들을 교육할 필요가 있다.

• 한국융합학회논문지
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• 제9권12호
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• pp.495-507
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• 2018

본 연구는 간호대학생의 간호정보활용역량과 문제해결능력, 자기주도적 학습능력, 임상수행능력의 인과관계에 대한 경로모형을 구축하고 검증하기 위해 시도되었다. 간호학과 4학년에 재학 중인 208명을 대상으로 설문지를 이용하여 2018년 6월 4일부터 6월 18일까지 자료를 수집하였다. 연구결과 간호대학생의 간호정보활용역량은 문제해결능력(${\gamma}=.70$, p<.001)), 자기주도적 학습능력(${\gamma}=.53$, p<.001)에 유의한 직접효과를 나타내고, 임상수행능력에 유의한 직접(${\gamma}=.31$, p<.001) 및 간접효과(${\gamma}=.31$, p=.007)를 나타냈다. 이들 변수들의 임상수행능력에 대한 설명력은 46.2%였다. 따라서 간호대학생의 문제해결능력, 자기주도적 학습능력 및 임상수행능력을 향상시키기 위해서는 간호정보활용역량을 강화시킬 수 있는 교육프로그램 개발을 권장한다.

• 대한방사선기술학회지:방사선기술과학
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• 제43권6호
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• pp.519-524
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• 2020

This study developed radiation therapy contents based on virtual reality technology and applied them to radiation students. A survey was conducted to analyze the relationship between learning effects and learning satisfaction to students who used virtual reality education videos to analyze their learning performance. 71 students radiology department were classified into two groups one that experienced virtual reality and the other that did not experienced virtual reality. We surveyed between the two groups analyzed self-directed learning, self-learning efficacy and learning satisfaction. As a result, the comparison between the two groups showed no difference between self-directed learning and self-learning efficacy. But the learning satisfaction was significant from 2.64±0.83 to 3.20±0.88 in the problem solving process for groups applying virtual reality contents. Therefore, learning satisfaction has improved experienced group virtual reality content and the materials for virtual reality education can be applied more efficiently in non-face-to-face lectures.

• 한국수학교육학회지시리즈A:수학교육
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• 제60권4호
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• pp.493-508
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• 2021

본 연구는 중학생이 인식한 학습자 중심 수학수업이 수학자기효능감과 수업참여에 미치는 영향을 분석하였다. 그 결과, 토의토론학습은 수업참여에 직접적인 영향을 미치지는 않았지만 수학자기효능감을 매개하여 간접적인 정적 영향을 미쳤으며, 자기주도학습과 협동학습은 수업참여에 직접적인 영향과 수학자기효능감을 매개하여 간접적인 정적 영향을 미쳤다. 또한 성취 상·하위집단 간 토의토론학습이 수학자기효능감에 미치는 효과, 자기주도학습이 수학자기효능감에 미치는 효과, 그리고 수학자기효능감이 수업참여에 미치는 효과에 있어서 유의한 차이가 나타났다. 이는 학습자 중심 수학수업을 위한 학습의 조력자로서 수학교사의 역할에 의미 있는 시사점을 제시한다.

• Human Ecology Research
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• 제59권4호
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• pp.477-488
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• 2021

This study investigated the association between children's perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers' and teachers' autonomy support, children's self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers' autonomy support had a direct effect on children's academic procrastination, teachers' support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers' and teachers' autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children's feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

• 공학교육연구
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• 제18권4호
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• pp.13-25
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• 2015

The purpose of this study was to investigate structural relationships among engineering self-efficacy, outcome expectation, interest, learning persistence, and career preparation behavior of engineering students. Participants (n=428) completed measures of engineering self-efficacy, outcome expectations, interests, learning persistence, and career preparation behavior. Results from structural equation modeling analysis were found to support the proposed model which included learning persistence and career preparation behavior, influence from engineering self-efficacy, outcome expectations, and interests. In addition, major persistence intention and career preparation behavior of engineering college students are influenced by the direct and indirect effects on engineering self-efficacy, interest, and outcome expectations. The implications of the findings on practice for Korean engineering college students are discussed.

• 한국콘텐츠학회논문지
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• 제21권11호
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• pp.826-839
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• 2021

본 연구는 대학 실시간 쌍방향 수업 성과에 영향을 미치는 변인을 탐색하고 변인들 간의 구조적 관계를 살펴봄으로써 효과적인 대학 실시간 쌍방향 수업에 대한 설계 시사점을 제공하는데 목적이 있다. 이러한 연구목적에 따라, 2020년 1학기에 진행된 실시간 쌍방향 강좌를 수강한 123명의 대학생을 대상으로 자기조절학습, 사회적 실재감, 학습 몰입, 지각된 학업성취도를 측정하였다. 수집된 데이터는 SPSS와 SPSS PROCESS macro를 활용하여 분석되었으며, 연구결과는 다음과 같다. 첫째, 자기조절학습과 학습 몰입은 지각된 학업성취도를 유의하게 예측하였으나, 사회적실재감은 지각된 학업성취도를 유의하게 예측하지 않았다. 둘째, 자기조절학습은 지각된 학업성취도에 직접적인 영향을 미쳤으며, 학습 몰입은 자기조절학습과 지각된 학업성취도의 관계를 매개하였다. 셋째, 사회적 실재감은 지각된 학업성취도에 직접적인 영향을 미치진 않지만, 학습 몰입을 매개로 하여 지각된 학업성취도에 유의한 영향을 미치는 것으로 확인되었다. 이러한 결과를 바탕으로 대학 실시간 쌍방향 수업에 대한 설계적 시사점을 제안하였다.

• 한국학교보건학회지
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• 제35권2호
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• pp.41-48
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• 2022

Purpose: The purpose of the study was to investigate the mediating effects of psychosocial well-being on the relationship between self-leadership and learning flow in nursing students. Methods: A total of 148 nursing students with online class experience participated in the study. The data were analyzed using the independent t-test, Pearson's correlation coefficient, PROCESS macro, and bootstrapping methods with SPSS Statistics 26.0. Results: The results showed that self-leadership, learning flow, and psychosocial well-being were significantly correlated, and self-leadership had a direct effect on learning flow. In other words, the higher the level of self-leadership, the higher the learning flow of nursing students. Psychosocial well-being was partially mediated by self-leadership and learning flow. Conclusion: It is necessary to develop and implement programs for self-leadership and psychosocial well-being enhancement as a strategy to enhance nursing students' learning flow.

• 한국IT서비스학회지
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• 제19권1호
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• pp.159-172
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• 2020

The purpose of this study is to examine the structural relationship among factors affecting learning engagement, satisfaction, continuance intention in China-MOOC. For this study, data were collected from 334 students who were taking MOOC classes. and structural equation model ling analyses were employed to examine the causal relationships among variables. From the results of this study, First, self-regulated learning and interaction significantly affected learning engagement. Second, interaction had direct effects on satisfaction. Third, satisfaction significantly affect continuance intention. Furthermore, satisfaction mediated relationships between interaction and continuance intention. These results imply that self-regulated learning, interaction, learning engagement should be considered for designing and implementing China-MOOC learning. Further implication are discussed in the study.

• 한국환경교육학회지:환경교육
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• 제19권2호
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• pp.108-121
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• 2006

Nowadays environmental education is getting important. So, it is necessary to teach for students to realize the protection environment. Self-direct homepage was developed for 'Ecology & environment' environmental education. This homepage was made for sharing searched data and can be interactive each other on the internet. Therefore, in this study, environmental teaming was planned and practiced for high school 'Ecology & environment' class by e-PBL. Self-directed teaming, collaborative teaming and performance assessment are emphasized in the 7th educational curriculum. The PBL is efficient learning model for them. This study designed for a teaching and teaming method and strategies using PBL based upon the theories and practices. This study will also develop an e-learning. As a result, it is indicated that the teaching and learning method using PBL has the positive effects on learning that the development of self-directed learning and collaboration teaming Is observed by reflect journal and presentation of students. e-PBL is a teaming model for learning-centered that adapted many school and subject. Therefore e-PBL makes full use of be 'Ecology & environment' class and environmental education.