Journal of Internet of Things and Convergence (사물인터넷융복합논문지)

The Korea Internet of Things Society (한국사물인터넷학회)
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A study on the relationship between learning flow, learning satisfaction, academic self-efficacy, academic achievement, and academic stress of nursing college students who experienced online lectures in a non-face-to-face learning environment

비대면 학습환경에서 온라인 강의를 경험한 간호대학생들의 학습몰입, 학습만족도, 학업적 자기효능감, 학업성취도, 학업스트레스간의 관계연구

  • Yang, Seung Ae (Department of Nursing Health Science, Sungshin Women's University)
  • 양승애 (성신여자대학교 간호대학 간호학과 )
  • Received : 2023.10.15
  • Accepted : 2023.11.24
  • Published : 2023.12.31
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Abstract

The purpose of this study is to identify the level of learning flow, learning satisfaction, academic self-efficacy, academic achievement, and academic stress of nursing students who experienced non-face-to-face online lectures, and to investigate the correlation between variables and the factors affecting academic stress. The data of this study was collected from 143 students at a nursing college in Seoul, through a Google online questionnaire from September 1, 2023 to September 25, 2023, and descriptive statistics, Student's t-test, analysis of variance, Pearson's Correlation, and linear multiple regression were conducted using SPSS Statistics 25.0. Following an analysis of the difference according to general characteristics, academic stress showed significant difference according to Motivation for applying to department(F=4.465, p=.005) and Major satisfaction(F=36.499, p=.000) of the subjects. The result of analyzing the correlation academic stress was negatively correlated with learning flow (r=-.464, p<.010), academic self-efficacy (r=-.522, p<.010), and academic achievement (r=-.379, p<.010), but learning satisfaction was not correlated with academic stress. Variables affecting academic stress were major satisfaction (𝛽=.367, p<.01), learning flow (𝛽=-.186, p<.05), and academic self-efficacy (𝛽=-.241, p<.05), and the explanatory power for academic stress was 40%. The results of this study can be used as basic data for intervention programs for relieving academic stress of nursing students.

본 연구는 비대면 학습환경에서 온라인 강의수강을 경험한 일 간호대학 재학생을 대상으로 학습몰입, 학습만족도, 학업적 자기효능감, 학업성취도 및 학업스트레스 정도를 확인하고 변수간의 상관관계 및 학업스트레스에 영향을 미치는 요인을 규명하고자 한다. 본 연구에서는 서울시에 위치한 일 간호대학의 재학생 143명을 대상으로 구글온라인 설문지를 통해 2023년 9월 1일부터 2023년 9월 25일까지 자료수집을 시행하였고, SPSS Statistics 25.0을 활용하여 기술통계, t-검정, 일원분산분석, 피어슨상관계수, linear multiple regesion을 시행하였다. 일반적 특성에 따른 차이 분석 결과 학업스트레스는 간호학과 지원동기(F=4.465, p=.005)와 전공만족도(F=36.499, p=.000)에 따라 유의한 차이가 나타났으며 학업스트레스는 학습몰입(r=-.464, p<.010), 학업적 자기효능감(r=-.522, p<.010), 학업성취도(r=-.379, p<.010)간에 유의미한 부적(-) 상관관계가 있는 것으로 나타났으나 학습만족도는 학업스트레스와 상관관계가 없는 것으로 나타났다. 학업스트레스에 영향을 미치는 변인은 전공만족도(𝛽=.367, p<.01), 학습몰입(𝛽=-.186, p<.05), 학업적 자기효능감(𝛽=-.241, p<.05)으로 확인되었으며 학업스트레스에 대한 설명력은 40%였다. 본 연구결과는 간호대학생의 학업스트레스 완화를 위한 중재 프로그램의 기초자료로 활용할 수 있을 것이다.

Keywords

Acknowledgement

본 논문은 2021년 성신여자대학교 교내학술지원을 받아 수행된 것임

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