• 수산해양교육연구
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• 제24권2호
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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.

• 한국학교보건학회지
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• 제35권3호
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• pp.113-122
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• 2022

Purpose: The purpose of this study was to identify the effects of applying jigsaw cooperative learning to basic nursing practicums on self-directed learning ability, self-efficacy, and learning outcomes. Methods: This study was based on a non-equivalent control group design, and the subjects were nursing students. The study allocated 30 people in the experimental group and 30 people in the control group, and jigsaw cooperative learning was applied to the experimental group for 2 hours every week for a total of 8 weeks. The traditional educational method was applied to the control group. The collected data were analyzed using SPSS v26.0. Results: The experimental group to which jigsaw cooperative learning was applied showed statistically significant differences in self-directed learning ability (F=4.49, p=.038), self-efficacy (F=6.15, p=.016), and learning outcomes (F=19.48, p<.001) compared to the control group. Conclusion: By applying jigsaw cooperative learning to basic nursing practicums, this study confirmed its effect not only on the effective domain such as self-directed learning ability and self-efficacy, but also on learning outcomes in the practical domain. We propose future studies apply jigsaw cooperative learning to various practice classes to achieve learning outcomes that focus on cultivating students' practical capabilities.

• 한국간호교육학회지
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• 제20권4호
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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.

• 대한통합의학회지
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• 제9권1호
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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.

• 대한가정학회지
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• 제50권8호
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• pp.125-135
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• 2012

The purpose of this study is to examine the mediating effects of self-determined motivation between mother's psychological control and self-directed learning ability in children. The participants were 457 sixth-grade elementary students in the Gyung-gi province. They completed questionnaires that included the Self-Directed Learning Readiness Scale, K-SPQ-A, Psychological Control Scale. Descriptive statistics and Pearson's product correlation coefficients were obtained using SPSS (version 18.0), and tests of the mediation were performed using SEM with AMOS (version 18.0). The major findings of this study were as follows that significant correlations among maternal psychological control, self-determined motivation and self-directed learning exist. Also a mother's psychological control was negatively related to a child's self-directed learning. The relationship between maternal psychological control and a child's self directed learning was fully mediated by self determined motivation. These results suggested that high maternal psychological control was negatively affected that development of self-determined motivation and self-directed learning.

• 아동학회지
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• 제33권6호
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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.

• 한국융합학회논문지
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• 제10권4호
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• pp.73-80
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• 2019

이 연구의 목적은 거꾸로 학습(Flipped Learning) 전략에 있어서 교양영어 학습자의 자기조절학습 능력이 전통 학습(Traditional Learning) 있어서의 자기조절학습 능력과 비교했을 때 유의미한 차이를 가져올 것이라는 연구 가설을 바탕으로 본 연구에서는 교양영어와 교양스페인어에 있어서 거꾸로 학습 전략이 학습자의 자기조절능력에 어떠한 영향을 미치는지를 고찰해보았다. 2018년 9월 10일부터 2018년 12월10일까지 교양 영어와 교양스페인어 수강생 총 81명을 대상으로 하였으며 사전 사후 자기조절 테스트를 통해서 1) 인지조절능력, 2) 동기조절능력, 3) 행동조절능력 세 개의 영역의 변화를 고찰했고 3개의 영역은 6개 하위영역, 총 65개의 항목으로 구성된다. 연구결과, 자기조절학습능력에 있어서 동기 조절의 경우 유의미한 결과가 나타나지 않았지만, 영어와 스페인어 수업 모두 인지 및 행동조절 학습능력에 있어서 통계적으로 유의한 차이를 보였다.

• 정보교육학회논문지
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• 제21권2호
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• pp.247-257
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• 2017

본 연구는 중학생의 스마트폰 사용이 (1)자기통제력과 (2)자기주도학습능력에 어떠한 영향을 주는가, 그리고 스마트폰 사용이 (3)자기통제력의 매개를 통하여 자기주도학습능력에 어떠한 영향을 주는가를 분석하였다. 이를 위하여 2015년도에 시행된 서울교육종단연구 6차년도 조사 결과 중에서 중학교 3학년 패널 데이터를 사용하여 구조방정식을 활용한 다집단 비교 분석을 수행하였다. 이때, 스마트폰 사용은 구체적으로 '여가용'과 '학습용'으로 구분하여 자기통제력과 자기주도학습능력과의 관계를 분석하였고, 연구대상은 스마트폰 최초 사용 시점을 기준으로 '초등 최초 스마트폰 사용집단'과 '중등 최초 스마트폰 사용집단'으로 구분하여 비교 분석하였다. 연구결과, 스마트폰 사용시점에 관계없이, '여가용 스마트폰 사용'은 학습자의 자기통제력과 자기주도학습능력에 부적 영향을 주는 것으로 나타났고, '학습용 스마트폰 사용'은 정적 영향을 주는 것으로 나타났다. 또한, '여가용 스마트폰 사용'은 자기통제력의 매개를 통하여 자기주도학습능력에 부적 영향을 주었고, '학습용 스마트폰 사용'은 정적 영향을 주는 것으로 나타났다.

• 전기학회논문지P
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• 제60권1호
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• pp.1-5
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• 2011

The main purpose of this study was to examine the learning abilities of college electrical students, especially self-regulated learning abilities and problem solving ability. In addition, this study was to explore the effects of self-regulated learning abilities and problem solving ability of the college students on academic achievement. For this purpose, a total of 58 college freshmen was chosen to conduct a survey. The results of this study showed that self-regulated learning abilities and problem solving ability significantly influenced on the college engineering students' academic achievement. Based on these study results, the above variables investigated in this study should sufficiently considered in the design and development of the college engineering courses that enable students to become self-regulated learners and improve their academic achievement.

• 공학교육연구
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• 제18권5호
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• pp.59-66
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• 2015

In the on-line pre-learning which is applied in this study, on line pre-learning, in-class, post-learning are circulated together in the same experiments. The on-line pre-learning has been tried to 136 students in A junior college in Seoul for 3 years. The effects of their self-regulated learning are as follows. First, the self-regulated learning ability has increased by 0.42 point. The point after the self-regulated learning and before it is 3.24 and 3.66 respectively. Second, cognitive regulation, motivational regulation and behavioral regulation have also increased. Out of them, cognitive control has increased the most. Metacognitive strategy is higher than cognitive strategy. In conclusion, the result shows that the on-line pre-learning is helpful to develop the self-regulated learning ability and it is also suitable to teaching-learning method for junior college.