한국융합학회논문지 (Journal of the Korea Convergence Society)

  • 제10권12호
  • /
  • Pages.503-510
  • /
  • 2019
  • /
  • 2233-4890(pISSN)
  • /
  • 2713-6353(eISSN)
한국융합학회 (Korea Convergence Society)
권호 표지
DOI QR코드

DOI QR Code

교수피드백을 적용한 성찰일지 작성이 간호대학생의 학습동기, 학습태도 및 학업적 자기효능감에 미치는 효과에 대한 융합 연구

A Convergence Study on the Effects of Writing Reflection Journal with Teaching Feedback on Learning Motivation, Learning Attitude, and Academic Self-Efficacy of Nursing Students

  • 투고 : 2019.10.04
  • 심사 : 2019.12.20
  • 발행 : 2019.12.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구에서는 간호대학생을 대상으로 교수 피드백이 제공된 성찰일지 작성이 학습동기, 학습태도 및 학업적 자기효능감에 미치는 효과를 검증하고자 하였다. 연구대상은 2018년-2019학년도 건강사정 및 실습수업을 이수한 간호대학생 190명을 대상으로 분석한 후향적 조사연구이다. 교수피드백이 적용된 성찰일지 작성 효과를 확인하기 위해 학습동기, 학업적 자기효능감은 독립표본 t 검정으로 분석하였고 학습태도는 사전점수를 공변량 처리하여 공분산분석으로 분석하였다. 연구결과, 학습동기(t=2.10, p=.037), 학습태도(t= 4.54, p=.034)에서 시행군과 대조군에 유의한 차이를 보였고 학업적 자기효능감은 유의한 차이가 없는 것으로 나타났다. 본 연구결과를 기반으로 간호대학생의 교과목에 교수의 피드백이 제공된 성찰일지 작성을 적용한다면 학습동기, 학습태도 향상을 가져온다고 할 수 있겠다.

This study aimed to analyze the effects of nursing students' learning motivation, learning attitude and academic self-efficacy on their application of reflective journal with teaching feedback. For this retrospective comparative study data from 190 undergraduate students in the health assessment skills course from 2018 to 2019. The collected data were analyzed by chi-square test, independent t-test, Ancova. After writing reflection journal with teaching feedback showed significant difference in learning motivation(t=2.10, p=.037) and learning attitude (t= 4.54, p=.034) compared to writing reflection journal without teaching feedback. However, no significant difference was found between reflection journal with teaching feedback and reflection journal without teaching feedback. These results suggest writing reflection with teaching feedback is an effective strategy for improving learning motivation and learning attitude.

키워드

참고문헌

  1. S. Y. Chang, I. W. Park & C. W. Kee. (2010). An analysis of reflection level in terms of the reflection style and the grades in PBL (problem-based learning) of medical school: focused on critical reflection. Journal of Eduction Technology, 26(1), 145-184. https://doi.org/10.17232/KSET.26.1.145
  2. U. MR. (2010). The study of learner-related variables influencing to the effect of reflective journal writing on learning in e-portfolio, Journal of educational Technology, 27(1), 213-246.
  3. D. A. Kolb.(2007). The Kolb learning style inventory. Boston: Hay Resources Direct Boston, MA
  4. I. A. Kang & E. S. Jung. (2009). The Reexamination of Educational Implications of Reflective Journal: A University Class Case. Korean Journal of Education Methodology Sudies, 21(2), 93-117. DOI : 10.17927/tkjems.2009.21.2.93
  5. M. Y. Chun, S. H. Yoo & K. H. Cha. (2018). Medical professionalism and self-reflection in medical education. Korean Medical Education Review, 20(2), 78. DOI : 10.17496/kmer.2018.20.2.78
  6. J. A. Moon. (2004). A handbook of reflective and experiential learning. London: RoutledgeFalmer.
  7. J. A. Moon. (2006). A handbook of reflective and experiential learning: Theory and practice. 2nd, editor. Abingdon: RoutledgeFalmer.
  8. K. Chretien, E. Goldman & C. Faselis. (2008). The reflective writing class blog: using technology to promote reflection and professional development. Journal of General Internal Medicine, 23(12), 2066-2070. DOI : 10.1007/s11606-008-0796-5
  9. Y. J. Seo & E. J. Jeon. (2012). A study of peer feedback opinion validity by types in writing. Korean Language Education Research, 44, 369-395. DOI : 10.20880/kler.2012..44.369
  10. S. M. Cho & J. N. Kim. (2009). The Effects of feedback types and learner's cognitive style on learning motivation and achievement in blended learning. Korean Education Inquiry, 27(2), 91-112.
  11. M. H. Lee & T. Jung. (2008). Examination of the learning motivational process models based on self-determination theory. Korean Journal of Psychological and Social Issues, 14(1), 77-99.
  12. S. Y. Hwang & M. J. Kim. (2006). A comparison of problem-based learning and lecture-based learning in an adult health nursing course. Nurse Education Today, 26(4), 315-321. DOI : 10.1016/j.nedt.2005.11.002
  13. S. I. Park & K. M. lee. (2012). A study on the relationship of learning attitude, self-efficacy and self-development volition in nursing students. Korean Journal Of Counseling & Psychotherapy, 3, 1-12.
  14. I. Y. Ka. (2002). Study on relationships between goal orientation and academic self-efficacy, goal orientation and academic achievement. Seoul : Ewha university.
  15. S. P. Brown, S. Ganesan & G. Challagalla. (2001). Self-efficacy as a moderator of information-seeking effectiveness. Journal of applied psychology, 86(5), 1043. DOI : 10.1037/0021-9010.86.5.1043
  16. S. Hekimoglu & E. Kittrell. (2010). Challenging students' beliefs about mathematics: The use of documentary to alter perceptions of efficacy. Primus, 20(4), 299-331. DOI : 10.1080/10511970802293956
  17. H. K. Kim & W. Y. Choi. (2017). The effects on academic achievements of both recording reflective journals and receiving feedback in technical writing. Journal of Engineering Education Research, 20(3), 42-49. https://doi.org/10.18108/JEER.2017.20.3.42
  18. I. S. Park & M. J. Kim. (2012). Effect of reflective journaling in team learning on the learning motivation of learners. Journal of Korean Society of Dental Hygiene, 12(5), 849-859. DOI : 10.13065/jksdh.2012.12.5.849
  19. S. J. Kang, E. J. Kim & H. J. Shin. (2016). Convergence Study about Problem-based Learning and Self-directed Learning Ability, Problem Solving Skills, Academic Self-efficacy, Motivation toward Learning of Nursing Students. Journal of the Korea Convergence Society, 7(2), 33-41. DOI : 10.15207/JKCS.2016.7.2.033
  20. M. Y. Jho. (2016). Effects of writing reflective journal on meta-cognition and problem solving ability in nursing students taking a fundamental nursing skills course applying blended learning. Journal of Korean Academy of Fundamentals of Nursing, 23(4), 430-439. DOI : 10.7739/jkafn2016.23.4.430
  21. J. Y. Kim & M. K. Lee. (2018). Effect of team-based learning using reflection journal on pregnancy nursing course for nursing students. Korean Journal of Women Health Nursing, 24(4), 404-413. DOI : 10.4069/kjwhn.2018.24.4.404
  22. M. K. Lee, S. J. Chang & S. J. Jang. (2017). Effects of the flipped classroom approach on the psychiatric nursing practicum course. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 26(2), 196-203. DOI : 10.12934/jkpmhn.2017.26.2.196
  23. H. C. Kang, K. P. Yeon & S. T. Han. (2015). A review on the use of effect size in nursing research. Journal of Korean Academy of Nursing, 45(5), 641-649. DOI : 10.4040/jkan.2015.45.5.641
  24. P. R. Pintrich, D. A. Smith, T. Garcia & W. J. McKeachie. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. DOI : 10.1177/0013164493053003024
  25. K. S. Park & E. M. Sung. (2012). The influence of students' perception of instructional performances on learning motivation, learning attitude, and learning satisfaction in a higher education context. Journal of Educational Technology, 28(2), 289-315. DOI : 10.17232/KSET.28.2.289
  26. J. Leem & E. Sung. (2011). The relationships among visualization tendency, attitude on the subject, learning flow, and learning satisfaction through the IPTV based instruction for secondary school students using the structural equation modeling, Korean Association for Educational Information and Media, 17(3), 423-446.
  27. A. Y. Kim & I. Y. Park. (2001). Construction and validation of academic self-efficacy scale. The Journal of Educational Research, 39, 95-123.
  28. K. J. Cho & K. Y. Lim. (2015). Impact of peer learners' feedback (in reflection activity using SNS) on learner's academic self-efficacy, meta-cognition and learning achievement. Journal of Eduction Technology, 31(3) , 401-430. https://doi.org/10.17232/KSET.31.3.401
  29. A. R. Cho. (2013). Six ways to provide meaningful and effective feedback. Korean Journal of Medical Education, 25(4), 343-344. DOI : 10.3946/kjme.2013.25.4.343
  30. D. S. An. (2007). Team-based learning workshop data base. Seoul: Korea University.
  31. H. K. Kim & C. J. Kim. (2016). A Study on the influence of a reflection journal upon self motivated-learners' study. Journal of Engineering Education Research, 19(5), 65-71. https://doi.org/10.18108/jeer.2016.19.5.65
  32. M. Y. Cho. (2017). Effects of the Type of Writing Reflective Journals on Academic Self-efficacy and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course. Journal of the Korean Data Analysis Society, 19(5), 2825-2839. DOI : 10.7739/jkafn.2016.23.4.430
  33. H. J. Lee. (1999). The Nature of the Changes in Reflective Thinking in Preservice Mathematics Teachers Engaged in Student Teaching Field Experience in Korea. Ohio: Ohio State University.