Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
권호 표지
DOI QR코드

DOI QR Code

The influences on the self-regulated learning ability due to nursing students' achievement goal: Focusing on the mediating effects of autonomous support

간호대학생의 성취목표가 자기조절학습능력에 미치는 영향: 자율성지지의 매개효과

  • Received : 2018.08.29
  • Accepted : 2018.10.20
  • Published : 2018.10.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study based on descriptive research is to examine the influences on the self-regulated learning ability due to nursing students' achievement-goal and to make sure mediating effect of autonomous support of professor. A convenience sample of 294 nursing students were recruited from a college in C province from April to May, 2018. Data are analyzed using SPSS/WIN 21.0 program. As a result, it is turned out that there are positive correlation between mastery goal, performance approach goal, self-regulated learning ability and autonomous support of professor. In the Sobel test results, autonomous support of professor had a partial mediating effect between mastery goal and self-regulated learning ability(Z=3.922, p<.001). So, a new teaching method should be developed through the convergence of related factors of self - regulated learning ability.

본 연구는 간호대학생의 성취목표가 자기조절학습능력에 미치는 영향과 교수자의 자율성지지의 매개효과를 확인하고자 시도된 서술적 조사연구이다. 2018년 4월부터 5월까지 C도에 소재하는 대학의 간호학과 학생들을 편의표집하여 수집된 294명의 자료를 SPSS/WIN 21.0 프로그램을 이용하여 분석하였다. 연구결과 성취목표와 교수자의 자율성지지는 자기조절학습능력에 유의한 영향을 주는 요인이었으며, 성취목표의 하부요인 중 숙달목표(r=.626, p<.001)와 수행접근목표(r=.553, p<.001)는 자기조절학습능력과 정적 상관, 수행회피목표와 자기조절학습능력과는 부적 상관(r=-.326, p<.001)이 있었다. 교수자의 자율성지지의 매개효과를 확인하기 위해 2단계의 회귀분석을 실시한 결과 부분매개효과가 있었으며, Sobel test로 검정한 결과 교수자의 자율성지지는 숙달목표가 자기조절학습능력에 미치는 영향에 부분매개효과가 있었다(Z=3.922, p<.001). 본 연구는 자기조절학습능력을 강화하기 위한 한 가지 방법을 모색했다는 점에서 의의가 있으며, 자기조절학습능력 강화와 관련된 요인을 확인하는 후속연구를 통해서 관련요인들의 융합을 통한 새로운 교수법이 개발되어야 할 것이다.

Keywords

References

  1. B. Ryan, M. Julian, S. David, H. Rose, J. H. Stanley, Z. Benjamin & A. C. David. (2015). Self‐regulated learning in simulation‐based training: a systematic review and meta‐analysis. Medical Education 49, 368-378 DOI: 10.1111/medu.12649.
  2. C. Patterson, D. Crooks & O. Lunyk-Child. (2002). A new perspective on competencies for self- directed learning. J of Nursing Education 4(1), 25-31. DOI :10.3928/0148-4834-20020101-06
  3. B. J. Zimmerman & M. Martinez-Pons. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290. DOI : 10.1037/0022-0663.80.3.284
  4. P. R., Pintrich & E. V. De Groot. (1990). Motivational & self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 92-100. https://doi.org/10.1037//0022-0663.82.1.92
  5. A. Y. Kim, J. E. Cha, D. S. Lee, I. H. Lim, H. Y. Tack & Y. N. Song. (2008). Influence of parents' autonomous support on elementary students' self-regulated learning efficacy: The mediating effect of self-determined motivation. The Journal of Educationa 35(4). 3-24.
  6. Y. B. Heo & A. Y. Kim. (2012). The mediating effects of basic psychological needs in the relationship between students' perception of their teacher's autonomous support and self-directed learning. The Korean Journal of Educational Psychology. 26(4), 1075-1096.
  7. R. M. Ryan & E. L. Deci. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. DOI : 10.1037/0003-066X.55.1.68
  8. W. S. Grolnick & R. M. Ryan. (1989). Parent styles associated with children's self-regulation and competence in schools. Journal of Educational Psychology, 81, 143-154. DOI: 10.1037/0022-0663.81.2.143
  9. Skaalvik, E. M. (1997). Self-enhancing and selfdefeating ego orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology. 89, 71-81. https://doi.org/10.1037/0022-0663.89.1.71
  10. B. J. Zimmerman. (1989). A social-cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339. https://doi.org/10.1037/0022-0663.81.3.329
  11. B. R. Choi. (2014). The effect of personality on learning flow: with self-directed learning as mediating variable. Korean Jounal of Youth Studies. 21(5), 247-267.
  12. Pintrich, P. R. (1995). Understanding self-regulated learning. San Francisco: Jossey-Bass.
  13. M. H. Yang & J. C. Oh. (2006). The study on the relationship between 2*2 achievement goal orientation and self-regulated learning. The Korean Journal of Educational Psychology. 20(3), 747-764.
  14. C. Ames. (1992). Classroom: goal structures, and student motivation. Journal of Educational psychology. 84, 261-271. https://doi.org/10.1037/0022-0663.84.3.261
  15. J. L. Meece, P. C. Blumenfeld & R. H. Holye. (1988). Student's goal orientations and cognitive engagement in classroom activities. Journal of Educational psychology. 80, 514-523. https://doi.org/10.1037/0022-0663.80.4.514
  16. F. S. Elliot & C. S. Dweck. (1988). Goal: An approach to motivation and achievement. Journal of Personality and Social Psychology. 54, 5-12. https://doi.org/10.1037/0022-3514.54.1.5
  17. A. J. Elliot. (1999). Approach and avoidance motivation and achievement goals. American Psychologist, 34, 169-189. DOI : 10.1207/s15326985ep3403_3
  18. M. Middleton & C. Midgley. (1997). Avoiding the demonstration of lack of ability: An under explored aspect of theory. Journal of Educational Psychology. 89, 710-718. https://doi.org/10.1037/0022-0663.89.4.710
  19. H. T. Shin & H. J. Ahn. (2014). The experience of the stop-out of female nursing students. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 23(3). DOI : 10.12934/jkpmhn.2014.23.3.165
  20. Y. S. Kim. & H. I. Cho. (2014). A Meta-Analysis of the Relationship between Achievement Goal Orientation and Self-Regulated Learning. Korean Journal of Educational Research 52(3) 147-174.
  21. E. A. Park & K. H. Chun. (2014). Differences in non-cognitive factors influencing the academic achievement of medical and nursing students: focusing on achievement goal orientation and self-regulated learning. Korean Medical Education Review 16(1), 32-41. https://doi.org/10.17496/kmer.2014.16.1.032
  22. A. Elliot & M. A. Church. (1997). A Hierarchial Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 72, 461-475.
  23. A. R. Yoon. (2009) The relationship among perceived parenting attitude, achievement goal, and self-regulated learning strategies in college students. Master's thesis Hanyang University, Seoul.
  24. M. K. Chung. (2005). The Development of Self- Regulated Learning Test for University Students. Journal of Education Evaluation, 18(3), 155-181.
  25. G. C. Williams, & E. L. Deci. (1996). Internalization of biopsychological value by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779. https://doi.org/10.1037/0022-3514.70.4.767
  26. J. W. You. (2011). The structural relationship among social factor, psychological mediators and motivational factor for enhancing learners' engagement. Doctoral dissertation, Ewha Womans University, Seoul.
  27. Y. M. Cha. (2017). Structural relations among autonomy support, self determination motivation, self-regulated learning ability and learning flow as perceived by junior college students. Doctoral dissertation, Keimyung University, Daegu.
  28. M. H. Park. (2017). Convergence effects of nursing professional and critical thinking disposition on patient safety attitude on nursing students. Journal of digital convergence 15(11), 317-327. https://doi.org/10.14400/JDC.2017.15.11.317
  29. H. S. Kang & Y. Y. Kim. (2017). Influence of self-efficacy and critical thinking disposition on self-leadership of Nursing students. Journal of the Korea Academia-Industrial cooperation Society. 18(5) 617-625. https://doi.org/10.5762/KAIS.2017.18.5.617
  30. M. L. Lee & H. C. Lee. (2018). A study of satisfaction and motivation of major selection in department health science students. Journal of the Korea Entertainment Industry Association. 12(2), 137-153. https://doi.org/10.21184/jkeia.2018.2.12.2.137
  31. J. Y. Park, C. H. Woo, J. H. Lee & J. M. Kim. (2018). The impact of self-regulated learning ability on learning persistence intention in freshmen in nursing college: Focusing on the mediating effects of learning motivation. J. Korean Acad Soc Nurs Educ 24(2), 127-136. https://doi.org/10.5977/JKASNE.2018.24.2.127
  32. B. S. Kim. (2016). Relationship between attachment for intimate relations and self-regulated learning ability of college students. Journal of the Korea Academia-Industrial cooperation Society 17(10), 245-252. https://doi.org/10.5762/KAIS.2016.17.10.245
  33. M. O. Suh. (2012). Exploring the relationship among self-regulation strategies, achievement of goal-oriented and learning styles in undergraduates. Korean Journal of Educational Research 50(1), 55-79.
  34. Y. J. Kim. (2011). The differences in self-regulated learning and academic achievement according to achievement goal profiles. J Educ Stud, 32(1), 1-22.
  35. S. Y. Kwon. (2008). Analysis of relationship between 2x2 achievement goal orientation and self-regulated learning. Journal of Educational Technology, 24(1), 213-240. https://doi.org/10.17232/KSET.24.1.213
  36. Y. M. Cha & W. Y. Eom. (2015). Effects of selfregulated learning abilities of junior college students on learning flow. Korean Journal of the Learning Sciences, 9(1), 83-105.
  37. M. O. Lee, S. Y. Kim & M. Y. Lee. (2015). The influence of autonomous support and self-determinated motivation on learning outcomes among college students. Journal of the Korea Academia-Industrial cooperation Society, 16(8), 5223-5231. https://doi.org/10.5762/KAIS.2015.16.8.5223
  38. E. L. Deci. & R. M .Ryan. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychology Inquiry, 11(4), 227-268. DOI : 10.1207/S15327965PLI1104_01
  39. J. H. Park. (2016). The effect of clinical convergence self-directedness practice learning program on self-directedness and competency in fundamental nursing skills in undergraduate nursing students. Journal of Korean Convergence Society, 7(4), 51-58.
  40. H. Y. Jung & S. Kang. (2018). The influence of recognition of importance and self-directed learning ability on confidence in performance of basic nursing skills among nursing students. Journal of Digital Convergence, 16(6), 241-250. https://doi.org/10.14400/JDC.2018.16.6.241