• Journal of East-West Nursing Research
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• v.23 no.2
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• pp.107-114
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• 2017

Purpose: The purpose of this study is to investigate the influencing factors of self-leadership, academic self-efficacy and instructor-student interaction on self-directed learning in nursing college students. Methods: This study used a descriptive survey design. Participants were 190 nursing college students at three universities in Jeollanam-do and Gyeongsangnam-do. Data were collected from May 10 to June 12, 2016 using self-report questionnaires. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 19.0. Results: The results showed that the self-leadership of the nursing students was 3.49, academic self-efficacy, 3.17, instructor-student interaction, 3.71, and self-directed learning, 3.43, respectively. Self-directed learning of nursing college students was positively associated with self-leadership(r=.65, p<.001), academic self-efficacy(r=.61, p<.001) and instructor-student interaction (r=.36, p<.001). 001). Self-leadership, academic self - efficacy, major satisfaction, GPA 4.0 or above explained 65% of the total variance in self-directed learning among nursing college students. Conclusions: The findings of this study indicated that nursing interventions for increasing self-leadership, academic self-efficacy and major satisfaction should be developed to improve self-directed learning of nursing students. Additional studies for changes in the overall teaching and learning environment to promote the self-directed learning environment in nursing education should be conducted.

• Educational Technology International
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• v.16 no.2
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• pp.85-110
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• 2015

This study investigated whether college students' self-efficacy, learning strategy utilization, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, learning strategy utilization, academic burnout, and school support were used as prediction variables; and course satisfaction and learning persistence, as criterion variables. The subjects were 178 students who registered for online and mobile "Culture and Art History" courses at K online university. They participated in an online survey. Multiple regression analysis revealed that self-efficacy and learning strategy utilization positively predicted course satisfaction and learning persistence, academic burnout negatively predicted them, and school support predicted neither. Accordingly, we suggest that raising self-efficacy and learning strategy utilization, and reducing academic burnout in the learning environment will improve the course satisfaction and learning persistence of online learners.

• Journal of Engineering Education Research
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• v.16 no.6
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• pp.11-18
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• 2013

The purpose of this study is to verify the effects of self-respect, academic self-efficacy, and career maturity on student adaptation to college and learning persistence. For this study, a web survey was conducted on the students who were in college of engineering at D college in Seoul. A total of 702 samples were analyzed for this research. The major findings of this study are as follows. First, all variables (self-respect, academic self-efficacy, career maturity) had positive effects on student adaptation to college significantly. Secondly, self-respect and academic self-efficacy had positive effects on learning persistence except career maturity. Thridly, the mediation analyses revealed that the relations between learning persistence and self-respect, academic self-efficacy, and career maturity were partially mediated by student adaptation to college. Finally, student adaptation to college had also positive effects on learning persistence. The results indicate a need to enhance student adaptation to college and design programs that support learning persistence for university students.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.139-166
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• 2005

The aim of this study was to examine the effects of remedial instruction on self-efficacy improvement in elementary school students with low self-efficacy, which may have been formed through negative experience with learning such as poor performance and poor grades. Nine 6th grade students with low self-efficacy were selected for the present study. A remedial class was set up and instruction was given once a week for 14 weeks. The purpose of the remedial class was to give the students a positive experience with English learning and have students reflect on their achievement. The contents and class activities were adjusted to the subjects' English abilities and also closely related to those of the regular classes so that students could have more confidence during regular English classes. The data were collected from a test of self-efficacy in English learning, achievement tests given before and after the experiment, achievement tests after each lesson, a general self-efficacy test, a basic questionnaire, interviews, journals, and students' self-evaluation. The results showed that the remedial instruction was very successful in providing students with a sense of achievement and improving students' self-efficacy in English learning. However, this study failed to find significant improvement in general self-efficacy tests and achievement tests given before and after the experiments. A longer period of remedial instruction may have been necessary to obtain more concrete results from the variety of data collected.

• Journal of the Korea Safety Management & Science
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• v.16 no.2
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• pp.175-184
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• 2014

This paper examines how learning orientation and self-efficacy contributed to explaining innovation behaviors. In order to verify the relationships and mediating effect, data were collected from 368 individuals in employees working in small and medium-sized firms at Gyeongnam region to test theoretical model and its hypotheses. All data collected from the survey were analyzed using with SPSS 18.0. This study reports findings as follows: first, the relationship between the learning orientation and the employee's self-efficacy is positively related. Second, there was also a positive correlation between the employee's self-efficacy and the innovation behaviors. Third, the relationship between the learning orientation and the innovation behaviors is positively related. Finally, the employee's self-efficacy played as a partial mediator on the relationship between learning orientation and innovation behaviors. Based on these findings, the implications and the limitations of the study were presented including some directions for future studies.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.8-18
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• 2022

Objectives: The objective of this study was to explore the effects of the simulation-based learning program on stress, problem-solving ability, self-efficacy, and resilience of final-year nursing students in a college in South Korea. Methods: The design of the study was a one-group pretest-posttest. The participants of this study were final-year nursing students in 2018. A total of 105 students completed it. The intervention was an 8-week simulation-based practice course. The primary and secondary outcome measures were baseline and follow-up questionnaires regarding demographic factors, stress, problem-solving ability, self-efficacy, and resilience. Results: Problem-solving ability (t=6.567, p<.001), self-efficacy in four situations (p<.001) and resilience (t=2.352, p=.021) increased after simulation-based learning than before learning. Stress also increased after simulation-based learning compared to before learning (t=5.960, p<.001). The level of stress, self-efficacy, and resilience were mainly related to participants' satisfaction with their clinical placement, and interpersonal relationships (p<.05). Conclusions: Simulation-based learning is expected to improve nursing students' problem-solving ability, self-efficacy, and resilience. This can lead to induce learning motivation of nursing students, improve their coping strategies for solving problems, and ultimately provide high-quality care.

• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.459-470
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• 2007

The structural equation modeling techniques were used to assess a model of chemistry learning strategy based on self-handicapping tendency and goal orientation. Data were collected during chemistry lessons in two high schools. In the optimal model II-2 of this research, the self-handicapping tendency was negatively related to the use of self-efficacy. The learning goal was positively related to the use of self-efficacy and to learning strategy. The performance- approach goal was positively related to self-efficacy but presented an negative relationship to learning strategy. The performance-avoidance goal was negatively related to self-efficacy but presented an positive relationship to learning strategy. Besides affecting the learning strategy through self-efficacy indirectly, the learning goal, performance-approach goal, and performance-avoidance goal affected learning strategy directly. The self-handicapping tendency and performance- avoidance goal were a negative predictors of self-efficacy, but the learning goal and performance-approach goal were a positive predictors. And the self-efficacy affected learning strategy positively. The implications of these findings for learning strategy in chemistry are discussed. Although the paths model of relationships of the motivations to learn and learning strategies in chemistry education as mentioned above is established, the more systematic search for the higher self-efficacy and learning strategy in different courses and curriculums may be needed.

• Human Ecology Research
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• v.59 no.4
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• pp.477-488
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• 2021

This study investigated the association between children's perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers' and teachers' autonomy support, children's self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers' autonomy support had a direct effect on children's academic procrastination, teachers' support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers' and teachers' autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children's feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.309-318
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• 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.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.1
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• pp.203-210
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• 2023

As the environment changes become more complex, learners should establish the learning strategy for the 4th industrial era and the post-COVID-19, also change. This paper focuses on the importance of self-regulated learning. Through this learning strategy, learners will form more positive attitudes and reduce negative attitudes toward the 4th industrial era. This attitude change will lead to an improvement in learners' career decision-making efficacy as a sense of future efficacy. As a result of the study, it was demonstrated that self-regulated learning improves career decision-making efficacy through the mediating effect of positive attitude formation toward the fourth industry. This article emphasizes the necessity of self-regulated learning as a valid learning strategy for the new era. The effect of self-regulated learning is explained as an improvement in attitude toward the future and a sense of efficacy. Through this learning strategy, learners' future performance could be improved.