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Path Analysis of Faculty-student Interaction, Self-directed Learning, and Institutional Commitment to Impact on the Academic Achievement of the University Students

대학생의 학업성취도에 영향을 미치는 교수-학생 상호작용, 자기주도학습, 대학 몰입의 경로분석

  • Received : 2016.10.07
  • Accepted : 2016.12.22
  • Published : 2017.02.28

Abstract

This study aimed to establish and validate the path models among faculty-student interaction, self-directed learning, and institutional commitment which impacted on the academic achievement of the university students. To achieve these goals, the survey results from 488 university students in North Gyungsang Province were analyzed. Descriptive analysis, correlation analysis, t-test, and path model analysis were performed to understand the relationship among variables. First, all the variables showed positive correlations except academic achievement and institutional commitment upon the study results. Second with respect to the differences by groups, faculty-student interaction and institutional commitment demonstrated the significant differences by sex while self-directed learning and academic achievement did not. Third on the path analyses, self-directed learning influenced to academic achievement directly, while faculty-student interaction did to it by mediating with self-directed learning and institutional commitment. The results of this study suggest that faculty-student interaction, self-directed learning, and institutional commitment perceived by the university students were significant elements on their academic achievements.

Keywords

References

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