The Effects of Academic Self-Efficacy, Self-Regulated Learning and Online Task Value on Academic Achievement and Learning Transfer in Corporate Cyber Education

기업 사이버교육생의 학업적 자기효능감, 자기조절학습능력, 온라인과제가치가 학업성취도와 학습전이에 미치는 영향

  • 주영주 (이화여자대학교 교육공학과) ;
  • 김소나 (이화여자대학교 교육공학과) ;
  • 김은경 (이화여자대학교 교육공학과) ;
  • 박수영 (이화여자대학교 교육공학과)
  • Received : 2008.11.01
  • Accepted : 2008.12.17
  • Published : 2008.12.01

Abstract

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.