• The Journal of the Korea Contents Association
• /
• v.16 no.11
• /
• pp.594-604
• /
• 2016

This study was performed by targeting nurses majoring in nursing science of Korea National Open University in order to examine the level of their class satisfaction, academic self-efficacy and self-directed learning ability and to identify their effects on self-directed learning ability. Data was collected by targeting 231 nurses majoring in nursing science of Korea National Open University and for data analysis, technical statistics, correlation analysis and multiple regression analysis were performed through statistical analysis program. This study revealed that there was significant correlation among the levels of participants' class satisfaction, self-directed learning ability and academic self-efficacy and it was identified that class satisfaction and self-directed learning ability affected academic self-efficacy. The findings of this study could be utilized as base data when developing a program to enhance nursing student's self-directed learning ability and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

• Journal of the Korea Convergence Society
• /
• v.12 no.11
• /
• pp.467-473
• /
• 2021

The purpose of this study is to confirm the effect of health assessment classes applied with flip learning on self-directed learning ability, critical thinking disposition, and academic self-efficacy of nursing students. This is a comparative study before and after a single group, targeting sophomore students taking a health assessment by applying flip learning at a nursing college in K city, Gyeongsangbuk-do. The final analysis consisted of 104 subjects, and the pre-post difference was analyzed by a paired sample test. As a result, self-directed learning ability (t=-3.23, p<.01), critical thinking disposition (t=6.381, p<.001), and academic self-efficacy (t=-4.62, p<.001) were all statistically significantly increased. Based on the results of this study, it was confirmed that the flip-learning method is an effective program to enhance the self-directed learning ability, critical thinking ability, and academic self-efficacy of nursing students. In the long run, the application of the flipped learning learner will play a role in improving the educational environment and strengthening the abilities of students.

• Journal of The Korean Association For Science Education
• /
• v.31 no.5
• /
• pp.758-769
• /
• 2011

This study was designed to investigate the relations of motivation to related variables, and the motivation by student's variables basically through measure of motivation system about science learning. For this, 496 fourth-grade students and 425 eighth-grade students were required to accomplish a questionnaire on behavioral inhibition/activation system about science learning (SL-BIS/BAS), and self-efficacy. Based on these materials, SLBIS/BAS by student's variables and relations between the system to self-efficacy were analyzed. The result of this study shows the following:First, the sensitivity about SL-BIS in the eighth-grade was higher than in the fourth-grade. But sensitivity about SLBAS and self-efficacy in the eighth-grade was lower than in the fourth-grade Hence, the difference in sensitivity about SL-BIS/BAS agree with difference in motivation. Second, there were low negative correlation with SL-BIS and self-efficacy, and positive correlation with SL-BAS and self-efficacy. In addition, two systems account for 41% of self-efficacy, it showed that SL-BIS/BAS relates to self-efficacy. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables were identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• The Journal of Korean Association of Computer Education
• /
• v.15 no.3
• /
• pp.61-69
• /
• 2012

The purpose of the present study is to examine the prediction of academic self-efficacy, learning flow, academic stress, and emotional exhaustion on course satisfaction of cyber university students. The total of 536 students registered in a meditation course at W cyber university was participated in the web-based survey in the spring semester of 2011, and finally 331 students completed this survey. The hypothetical model proposed was composed of academic self-efficacy, learning flow, academic stress, emotional exhaustion as the predictor variables, and course satisfaction as the criterion variable. According to the results of this study through multiple regression analysis, academic self-efficacy, learning flow, academic stress, and emotional exhaustion significantly predicted on course satisfaction. Based on the results of this study, effective methods and strategies for constructing cyber educational environments that enable students to improve academic self-efficacy and learning flow as well as reducing academic stress and emotional exhaustion should be considered.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.15 no.10
• /
• pp.6176-6186
• /
• 2014

This study was designed to clarify the learning motivations, academic self-efficacy, and problem-solving processes in the educational evaluative method in the fundamental nursing practice using moving pictures. The learning motivations and academic self-efficacy showed statistical differences based on the students' motivations of selecting, their satisfaction with the major and nursing practice, helpfulness of moving pictures, and the suitability of practical tests using a checklist. Problem-solving processes revealed statistical differences based on the students' motivations of selecting the nursing department, their satisfaction with the major and fundamental nursing their satisfaction with the major and nursing practice, the helpfulness of moving pictures, and the suitability of practical tests using a checklist. The learning motivations showed significant positive interrelations with the academic self-efficacy and problem-solving processes. In conclusion, the educational evaluative method in the fundamental nursing practice using moving pictures was related to the nursing students' learning motivations, academic self-efficacy, and problem-solving processes.

• Journal of Convergence for Information Technology
• /
• v.11 no.1
• /
• pp.167-174
• /
• 2021

The purpose of this study is to examine the effect of computational thinking course on learning flow and collaborative self-efficacy of university students and to explore the effectiveness of computational thinking course as liberal arts education. For this study, 177 freshmen at a university in Chungnam Province were surveyed learning flow and collaborative self-efficiency. The collected data were analyzed with Stata IC 14 for ��2 test and t-test. The results of this study are as follows. First, the learning flow of students who took computational thinking course were significantly higher(t=3.837 p<.001) compared to those who did not. Second, the collective self-efficiency of students who took computational thinking course were significantly higher(t=2.277 p<.01) compared to those who did not. Therefore the results show that computational course has positive effects on learning flow and collaborative self-efficiency of university students. Based on these findings, discussions and implications were presented on the importance and effectiveness of computational thinking course.

• Journal of The Korean Association of Information Education
• /
• v.16 no.2
• /
• pp.151-164
• /
• 2012

The purpose of this study was to examine moderating effect of academic self-efficacy and learning flow between social presence and academic achievement of cyber university students. For this purpose, the 371 students of W cyber university were participated in the web-survey system for two weeks at the end of second semester in 2011. The results of this study through hierarchical multiple regression analysis indicated that social presence significantly predicted on academic achievement. Academic self-efficacy was not significant moderating variable between social presence and academic achievement. And Learning flow was used as a significant moderated variable in the relationships among social presence and academic achievement. Based on these study results, effective management strategies for improving cyber university students' academic achievement were proposed.

• Journal of Digital Convergence
• /
• v.19 no.12
• /
• pp.617-626
• /
• 2021

This study was conducted to explore self-directed learning, learning flow, academic self-efficacy and academic achievement on nursing students and to investigate the major factors that influence academic achievement. Data were collected from October 15 to 19, 2021, data were analyzed utilizing the SPSS WIN 21.0 program. Participants in this study were 145 students of the college in J city. As a result of the study, self-directed learning was 3.67±0.65 points out of 5, learning flow was 3.35±0.76 points out of 5, academic self-efficacy was 3.43±0.94 points out of 5, and academic achievement was 3.85±1.13 points out of 5. The relationships between self-directed learning, learning flow, academic self-efficacy and academic achievement showed significant positive correlations. As a result of multiple regression analysis, factors influencing the academic achievements of nursing students were found to be learning flow and academic self-efficacy. Therefore, in order to increase academic achievement in nursing college students, it is necessary to develop educational programs to increase the academic self-efficacy, and to continuously check the effect.

• Communications of Mathematical Education
• /
• v.18 no.1 s.18
• /
• pp.317-323
• /
• 2004

본 연구의 목적은 예비 초등교사의 수학 수업에 대한 자기효능감을 조사함으로써 예비 교사를 위한 수학 교육프로그램 개선에 도움이 되고자 하는데 있다. 기존의 문헌 분석에 의하면 수업에 대한 교사들의 자기효능감은 수업 수행 능력과 학생들의 학습에 크게 영향을 미치는 것으로 알려졌다. 뿐만 아니라 최근 우리가 지향하고 있는 교사들에 대한 학습자 중심 수학 수업으로의 개선과 변화된 수업 방식의 지속성에 매우 유효한 요인이 된다. 예비 초등교사들을 대상으로 한 본 연구 결과에 의하면 이들의 수학 수업에 대한 자기효능감은 보통의 수준에 머물러 있으며, 특히 상당수의 예비 교사들은 자신의 수학 수업에 대한 자신감이 매우 부족한 것으로 들어났다. 이러한 결과는 아마도 현재 교육대학교에서 예비 교사들에게 제공하는 수학 교육과 관련된 과목을 수강할 수 있는 기회가 매우 제한적인 데서 그 원인을 찾을 수 있으며, 이는 또한 수학 교육 프로그램의 초점이 예비 교사들의 수학 수업 능력의 측면에 초점이 맞추어져야 한다는 것을 시사한다. 예비 교사들의 수학 수업에 대한 자기 효능감은 그들이 이해하고 있는 수학 교수법적 지식과 매우 관련이 깊은 것으로 나타났다.

• Korean Journal of Childcare and Education
• /
• v.10 no.1
• /
• pp.5-26
• /
• 2014

This study examined the effects of web-based learning experiences, learning style, and Internet self-efficacy that influence beginning child care teachers belief about web-based learning. The participants were 215 beginning child care teachers who work in child care centers. Data were analyzed by means of frequency analysis, correlation, and multiple regression for SPSS windows. The results were as follows: First, significant statistical differences were detected in web-based learning experiences and beliefs about web-based learning. Online teacher learning community use and frequency were significant gaps in beliefs about web-based learning. Second, there were statistical differences in learning styles and beliefs about web-based learning. And teachers with assimilator learning style showed high difficulty beliefs about web-based learning. Third, teachers' belief about web-based learning was significantly related to Internet self-efficacy. It means that teachers that have high Internet self-efficacy show high belief about web-based learning. Forth, among the teachers' personal variables, a higher level of online teacher learning community use and Internet self-efficacy predicted higher beliefs about web-based learning. Thus, this study suggested the importance of web-based learning experiences and Internet self-efficacy to beliefs about web-based learning. And it implicated ways to improve positive beliefs about web-based learning of beginning child care teachers.