• Title/Summary/Keyword: 학습준비도

Search Result 588, Processing Time 0.024 seconds

A relationship between Self-Directed Learning Readiness and Learning Style of university students majored in science and engineering (이공계 대학생의 자기주도학습준비도와 학습유형의 관계)

  • Jeon, Me-Ae
    • 대한공업교육학회지
    • /
    • v.38 no.2
    • /
    • pp.240-266
    • /
    • 2013
  • The purpose of this study is to investigate the self-directed learning readiness of university students' majored in science and engineering as life-long learners, and to analyze the relationship between self-directed learning readiness and learning style. Participants of this study are 142 students majored science and engineering in H university of Chung-nam province to participate in taking self-directed learning readiness tests and Kolb's learning style tests. The results of this study are as follows: First, the average of overall participants' self-directed learning readiness is 3.41, which is possibly regarded as 'an average' according to Guglielmino & Guglielmino (1991)'s interpretation of scores. Second, among four basic scales of participants' learning styles, the highest is found in Active Experiment (AE), the lowest is found in Abstract Conceptualization (AC). In addition, the highest thing of the four learning styles found among the participants is divergers (36.6%) and the lowest is convergers (13.4%). Finally, this study compares the high-level and low-level groups of self-directed learning readiness score with learning style. there is a statistically significant correlation between the score of self-directed learning readiness and CE, AC (p=.01). Therefore, self-directed learning readiness is related to learning style.

The influence of university students' openness to diversity upon career preparation behavior and mediating effect of unlearning (대학생의 다양성수용도가 진로준비행동에 미치는 영향과 폐기학습의 매개효과)

  • Lee, Hyo-Seon
    • Journal of the Korea Convergence Society
    • /
    • v.9 no.1
    • /
    • pp.205-212
    • /
    • 2018
  • The purpose of this study is to examine an influence of university students' openness to diversity on career preparation behavior, unlearning, and the mediating effect of unlearning. The survey questionnaire was distributed to 258 university students and SPSS 22.O program was used for statistical analysis of the data. The results of this study are as follows: First, openness to diversity has a positive effect on career preparation behavior and unlearning. Second, unlearning also has a positive effect on career preparation behavior. Third, unlearning has a partial mediating effect between openness to diversity and career preparation behavior. These results show that the more students enhance their openness to diversity and unlearning, the more students develop their career preparation behavior.

The Effects of Self-efficacy and Self-directed Learning Readiness to Self-leadership of Nursing Student (간호대학생의 자기효능감 및 자기주도학습준비도가 셀프리더십에 미치는 융복합적 영향)

  • Lee, Sun-Young;Kim, Yun-Young
    • Journal of Digital Convergence
    • /
    • v.14 no.3
    • /
    • pp.309-318
    • /
    • 2016
  • This study aims to investigate the effects of self-efficacy and self-directed learning readiness to self-leadership of nursing students. The data of self-efficacy, self-directed learning readiness and self-leadership was collected for the nursing students of K university in K city from Sep. 2015 to Nov. 2015. The results show that self-efficacy is different according to subjects' age, and self-directed learning readiness is different according to the grade. The correlations among self-efficacy, self-directed learning readiness and self-leadership are significant, and the self-directed learning readiness is a significant predictor of self-leadership. It is expected that the nursing students will be able to act as a leader in clinical practice and health care by promoting self-directed learning readiness from the university education, and it is required to develop and operate the self-directed learning readiness program including the opinions of learners.

Analysis of the Effect of Self-Directed Learning Method in Medical Team Education (의학용어학습에서 자기주도학습준비도 촉진 수업방식의 효과 분석)

  • Chae, Yoo-Mi
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.21 no.6
    • /
    • pp.227-237
    • /
    • 2020
  • This study was designed to examine whether the self-directed learning method could improve self-directed learning readiness and the effects of academic achievement level. Self-directed learning readiness was investigated among 63 first-year Medical Terminology undergraduates in the C area. A repeat measurement variance analysis of the general linear model was conducted to evaluate the effects of improving self-directed learning readiness according to the general characteristics and level of academic achievement, while a regression analysis was performed to identify the factors affecting self-directed learning readiness. Self-directed learning readiness increased from 177.3 to 180.8 for those under 18 years of age, and 192.9 to 196.5 for those over 19 years of age (p<0.05). After the team activity, the overall self-directed learning readiness was improved, and both high- and low-achieving groups showed statistically significant improvements (p<0.05). The environment surrounding learners was confirmed to have a positive effect on improving self-directed learning when given the right degree of self-directed learning and appropriate feedback. The study results are expected to form basic foundation material for professors and class designers who want to draw self-directed learning skills from memorizing subjects.

A Study on the relation between SDLR and Mathematical Inclination - A Case Study on Engineering Freshmen in D University - (자기주도학습준비도와 수학적성향 사이의 관계 연구 - D대학교 공과대학 신입생을 중심으로 -)

  • Lee, Jung-Rye;Lee, Gyeoung-Hee
    • Communications of Mathematical Education
    • /
    • v.26 no.1
    • /
    • pp.15-28
    • /
    • 2012
  • In order to study the relation between self-directed learning readiness and mathematical inclination, we survey the adjusted SDLRS(self-directed learning readiness scale) of Guglielmino's model and the mathematical inclination, the recognition of mathematics for 2011 year engineering freshmen in D university. Research results are as follows: First of all, middle level engineering freshmen showed average level of self-directed learning readiness, and they had lower level of motivation, passion and time management skill. The relation of SDLR and the mathematical inclination was strong. Furthermore, SDLR and the recognition of mathematics in engineering freshmen was found to be the most closely related. Based on the results of the study, we suggest to study of strategies to elevate SDLR of engineering students and improve their achievement in college mathematics. Especially, we suggest that college mathematics for engineering freshmen must be focused on the improvement of SDLR.

The Relationship between Perceived Maternal Learning Involvement and Career Preparation Behaviors among Middle School Students : The Mediating Effects of Hope (중학생이 지각하는 모의 학습관여와 진로준비행동과의 관계: 희망의 매개효과를 중심으로)

  • Geum, Kyung-Hee;Cho, Young-A
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.18 no.1
    • /
    • pp.269-281
    • /
    • 2017
  • Recently, the need for research into environmental and intrapsychic variables to promote active career preparation behavior is increasing, due to the increasing need to cultivate career preparation behavior starting from middle school. On the basis of this need, the purpose of this study is to identify the mediating effects of hope in the relationship between maternal learning involvement and career preparation behavior among middle school students. We surveyed 320 middle school students in W city, Gangwon-do, regarding these variables. We evaluated the results according to Baron and Kenny's (1986) mediating effect test procedure. The findings showed a significant positive correlation between positive maternal learning involvement, such as respecting their children's learning methods and providing academic information and advice, and the students' career preparation behavior and hope. However, the findings didn't show any significant correlation between negative maternal learning involvement, such as pressure for academic performance, and the students' career preparation and hope. Furthermore, hope was found to partially mediate the relationship between maternal positive learning involvement, including academic information and advice, and career preparation behavior, while fully mediating the relationship between career preparation behavior and respecting the students' learning methods. However, it did not have any mediating effect on the relationship between pressure for academic performance and career preparation behavior. These results highlight the important role that instilling hope in students, through respecting their learning methods and advising and providing the necessary academic information, plays in achieving a higher level of career preparation behavior.

The influence of university students' learning agility on the career preparation behavior -Mediating effect of academic challenge- (대학생의 학습민첩성이 진로준비행동에 미치는 영향 -학업도전의 매개효과-)

  • Lee, Hyo-Seon
    • Journal of the Korea Convergence Society
    • /
    • v.10 no.1
    • /
    • pp.197-204
    • /
    • 2019
  • The purpose of this study is to examine an influence of university students' learning agility on career preparation behavior, academic challenge, and the mediating effect of academic challenge. The questionnaire was distributed to 420 university students and well responded 398 were used for data analysis using SPSS 22.O and AMOS 22.0. The results of this study are as follows: First, learning agility has a positive effect on academic challenge. Second, academic challenge has a positive effect on career preparation behavior. Third, academic challenge has a mediating effect between learning agility and career preparation behavior. These results show that the more students enhance their learning agility and academic challenge, the more students develop their career preparation behavior.

Analysis of Factors Affecting Academic Ability of Preschool-age Children

  • Moon, Kyung-Im
    • Journal of the Korea Society of Computer and Information
    • /
    • v.27 no.5
    • /
    • pp.205-213
    • /
    • 2022
  • This study is to analyze the relationship among potential variables of self-development, social development, learning readiness, and academic ability using data from the Panel Study on Korean Children, which was surveyed in 2014, and to find factors affecting the academic ability of preschool children will be. The subjects of this study were 6-year-old children of 1113 households among 2150 households in the 7th Panel Study on Korean Children(2014) data, excluding non-responders and system-missing 1037 households. As a result of analyzing the path effect of the research model, it was found that, between self-development and academic skills, self-development had a direct effect on academic skills and also had a significant indirect effect through social development and learning readiness as a medium. In addition, it was found that learning readiness had the greatest influence among self-development, social development, and learning readiness on academic skills. As a result, the academic skills of preschool-age children should be treated with great importance in order to develop them into talents with creativity and problem-solving ability.

Study on Validity of SDLRS Instrument for Evaluation of Life-Long Outcome (평생학습 학습성과 평가를 위한 자기주도학습 준비도 검사도구(SDLRS)의 타당성 연구)

  • Han, Ji-Young
    • Journal of Engineering Education Research
    • /
    • v.11 no.4
    • /
    • pp.64-75
    • /
    • 2008
  • The purpose of the study was to verify reliability and validity of SDLRS instrument and to prove up possibility of usage as an evaluation method for evaluating life-long learning. Literature review and survey were used to accomplish objectives of the study. 218 students in department of mechanical engineering of A university at Gyunggi province were responded for SDLRS(Guglielmino, 1977) instrument. Data were analyzed using descriptive statistics, factor analysis, t-test, and ANOVA test. 58 items in original version instrument were converted to 23 items. There were 7 factors for assessing the self-directed learning readiness according to this measurement scale with a total variance of about 58%. The total reliability of the final 23 items was $\alpha$. The final 7 factors consisted of love for learning, openness for learning, self-perception, basic learning function and independence, acceptance of responsibility for learning, leadership and future directivity, and creativity and exploration. The result of SDLRS analysis according to individual background, there were significant statistically in the grade, period of employment in industry, entering graduate school or not, and GPA, but no significant statistically in sexual difference, employment in industry or not, final academic level of parent, and income level of the family. In the future, final instrument will be needed to check in the respect of correlation with another ability and skill influencing on life-long learning, and more study will be done for developing life-long learning.

The Effect of Emotional Intelligence and Career Preparation Behavior by High School Girls on Self-directed Learning (여고생의 정서지능과 진로준비행동이 자기주도학습능력에 미치는 영향)

  • Lee, Gyoung Wan;Lee, Myung In
    • Journal of Digital Convergence
    • /
    • v.18 no.7
    • /
    • pp.265-277
    • /
    • 2020
  • The purpose of the study was to investigate the effect of emotional intelligence and career preparation behavior on self-directed learning ability in high school girls. Data were collected by self-reporting questionnaires from 231 high school girls in May, 2019. Collected data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple regression using SPSS/WIN 23.0 program. The result showed that self-directed learning ability was positively correlated with emotional intelligence(r=.560, p<.001) and career preparation behavior(r=.232, p<.001). Enter multiple regression revealed emotional intelligence(β=.515, p<.001), grade 'average'(β=.376, p<.001), grade 'good'(β=.274, p<.001) and career preparation behavior(β=.128, p<.05) to be significant predictors of self-directed learning ability. These variables accounted for 44.0% of self-directed learning ability. The result of this study suggest that emotional intelligence and career preparation behavior be considered when developing strategies to increase self-directed learning ability in high school girls.