• Journal of Digital Convergence
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• v.16 no.3
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• pp.113-119
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• 2018

The problem of poor learning has been a subject that has been constantly raised in the educational field since the mid 20th century. Therefore, this study classified the components of self - regulated learning into cognitive - control, motive - control, and behavior - control strategies, and examined the effects of self - regulated learning on internal value, self - efficacy, curiosity, and self - confidence. The study was conducted on university students who participated in the program for the study of depression in A university in Changwon city. The results showed that self - regulated learning factors had a positive effect on learning motivation. Second, the learning adjustment factors have a positive effect on self - efficacy. Finally, learning control factors have a positive effect on curiosity and self - confidence. Through this study, we confirmed that a comprehensive guidance system considering interaction is needed because various factors act integrally in the learning process. As a concrete method, it is imperative to develop a learning counseling program that can enhance the motivation level by referring to cognitive, synchronous, and behavioral factors.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.267-278
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• 2024

This study was a descriptive research study targeting medical students to determine the impact of self-directed learning ability, self-regulated learning, and communication ability on self-efficacy in performing medical treatment. This study randomly selected medical students from Region J, located in Province G, as the approximate population, and a total of 125 copies were finally analyzed. Descriptive statistics were analyzed using t-test, ANOVA, correlation, and multiple regression analysis using IBM SPSS/25. Self-efficacy in performing medical treatment was related to self-directed learning ability (r=.61, p<.001), self-regulated learning (r=.50, p<.001), and communication ability (r=.33, p<.001). There was a positive correlation with all of them. As a result of analyzing the variables that affect the subject's self-efficacy in performing medical treatment using hierarchical multiple regression, self-directed learning ability was found to be the factor that best predicts self-efficacy in performing medical treatment, followed by self-regulated learning and communication ability. The total explanatory power was 46.6%. Acquiring specialized knowledge and becoming a doctor after graduation through clinical practice and acquiring the basic clinical practice skills necessary to successfully perform one's duties are important tasks that medical students must accomplish. Therefore, in order to improve medical students' self-efficacy in performing medical treatment, the importance of improving health care, major satisfaction, and life satisfaction must be recognized and managed. In addition, efforts to develop programs and improve systematic systems that can improve self-directed learning, self-regulated learning, and communication skills should also be supported.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.1 no.2
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• pp.39-50
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• 2008

Developing computational methods for identifying cell cycle-regulated genes has been one of important topics in systems biology. Most of previous methods consider the periodic characteristics of expression signals to identify the cell cycle-regulated genes. However, we assume that cell cycle-regulated genes are relatively active having relatively many interactions with each other based on the underlying cellular network. Thus, we are motivated to apply the theory of multivariate phase synchronization to the cell cycle expression analysis. In this study, we apply the method known as "Self-Organizing Maps with statistical Phase Synchronization (SOMPS)", which is the combination of self-organizing map and multivariate phase synchronization, producing several subsets of genes that are expected to have interactions with each other in their subset (Kim, 2008). Our evaluation experiments show that the SOMPS algorithm is able to detect cell cycle-regulated genes as much as one of recently reported method that performs better than most existing methods.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.150-158
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• 2009

This study deals with the effect of learner's self-regulated learning strategy in the non-real-time online discussion. Based on these research results, it was suggested self-regulated learning strategy should be utilized in order to enhance the cognitive dimension participation and discussion satisfaction quality of non-real-time online discussion.

• Korean Journal of Child Studies
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• v.17 no.2
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• pp.141-161
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• 1996

The purpose of this study was to investigate the effects of self-regulated learning components, such as metacognition, motivation, and learning strategies, on academic achievement in normally achieving children and learning disabled(LD) children. The subjects were 345 normally achieving children, 12 LD children, and a group of 12 normally achieving children to match the LD children. Data was analyzed by Pearson's product moment correlation coefficient, stepwise multiple regression analysis, and t-test. Results showed that metacognition, motivation and learning strategy are important components of successful academic achievement and self-regulated learning in normally achieving children. Among the self-regulated learning components, metacognition was the most powerful predictor of academic achievement. For the LD children, the results showed that they have metacognitive deficits and motivational problems. Implications for intervention to improve academic achievement of low achievers and LD children were discussed.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.533-541
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• 2019

This study was designed to construct and test a structural equation model for related factors that affect to self-regulated learning in nursing students. The nursing students was asked to complete a questionnaire, and 273 data units were analyzed with Structural Equation Modeling. The hypothetical model fit indices for the model revealed a fit at a recommended level, and 5 of the 6 paths were statistically significant explaining 68% of the variance. Therefore, education that improves self-determination, interpersonal competence and achievement goal orientation will promote self-regulated learning of nursing students. Competence programs to build the self-autonomy and relationships should be developed.

• The Journal of Korean Association of Computer Education
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• v.16 no.1
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• pp.81-95
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• 2013

Academic procrastination has been a concern for educators. The purpose of this study is to investigate the relationship among task value, academic self-efficacy, autonomous motivation, self-regulated learning, and academic procrastination in e-learning courses. Based on the literature review, the path model was proposed and tested with 212 university students who registered in e-learning courses. The results showed that task value and academic self-efficacy positively influenced autonomous motivation and self-regulated learning, and autonomous motivation and self-regulated learning reduced the level of academic procrastination directly or indirectly. Implications and strategies to reduce procrastination were discussed based on the findings.

• 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 Korean School Mathematics Society
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• v.17 no.1
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• pp.1-21
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• 2014

This research aims to analyze the process of selecting, maintaining, and changing the method of learning mathematics by middle school students from the perspective of self-regulated learning ability, in order to help students to select a rational method of studying. For this purpose, we defined 'assisted-learning' as all kinds of education that education demanders receive to supplement their regular school studies. As results of the research, it was found as follows. First, the students with high self-regulated learning ability selected, maintained, and changed their assisted-learning based on their concrete decision and rational reasons regarding the effect of their learning process and assisted-learning to themselves. Second, the students with high self-regulated learning ability had tendency to be very active participation in class than the students with low ability. Third, the students with high self-regulated learning ability felt the effect of assisted-learning on their learning mathematics, and felt the enhancement of their interest and confidence. Also, it is notable that the students selected 'their own willingness to study' as a major factor for the success of assisted-learning.