• 한국보육지원학회지
• /
• 제12권2호
• /
• pp.113-125
• /
• 2016

This study examined the effects of constructivist educational beliefs and self-regulated learning skills of children on teacher professional development. The study was conducted by sampling 273 teachers. Three kinds of variables, which included constructivist educational beliefs, self-regulated learning ability, and professional development level were measured and analyzed for this study. The results were as follows. First, early childhood teachers beliefs of constructivist education, self-regulated learning ability and professional development were found to be higher than average. Second, the professional development of early childhood teachers is shown to be correlated with constructivist educational beliefs and self-regulated learning ability. When constructivist educational beliefs and self-regulated learning ability scores increases, the professional development score is high. Third, metacognitive strategies, cognitive strategies and constructivist educational beliefs are factors that predict the professional development of early childhood teachers. According to results of this study, it suggests that constructivist educational beliefs and self-regulated learning ability are important factors to be addressed.

• 한국간호교육학회지
• /
• 제26권2호
• /
• pp.185-197
• /
• 2020

Purpose: The purpose of this study was to investigate the mediating effect of self-regulated learning ability on the relationship between experiencing a good class and problem solving ability in nursing college students. Methods: A structured self-report questionnaire was used to measure experiencing a good class, self-regulated learning ability, and problem solving ability. During June, 2019, data were collected from 130 nursing students in D city. Data were analyzed using t-test, One-way ANOVA, Pearson's correlation coefficients, and hierarchical multiple linear regression with SPSS/WIN 23.0. Results: Importance of good class (r=.50, p<.001), satisfaction of good class (r=.42, p<.001), and self-regulated learning ability (r=.71, p<.001) were positively correlated with the problem solving ability of participants. Also, self-regulated learning ability had a partial mediating effect on the relationship between experiencing a good class and problem solving ability. Conclusion: Considering the findings of this study, developing programs that can improve the self-regulated learning ability of nursing students who experience a good class are needed to increase their level of problem solving ability.

• 전기학회논문지P
• /
• 제60권1호
• /
• pp.1-5
• /
• 2011

The main purpose of this study was to examine the learning abilities of college electrical students, especially self-regulated learning abilities and problem solving ability. In addition, this study was to explore the effects of self-regulated learning abilities and problem solving ability of the college students on academic achievement. For this purpose, a total of 58 college freshmen was chosen to conduct a survey. The results of this study showed that self-regulated learning abilities and problem solving ability significantly influenced on the college engineering students' academic achievement. Based on these study results, the above variables investigated in this study should sufficiently considered in the design and development of the college engineering courses that enable students to become self-regulated learners and improve their academic achievement.

• 공학교육연구
• /
• 제18권5호
• /
• pp.59-66
• /
• 2015

In the on-line pre-learning which is applied in this study, on line pre-learning, in-class, post-learning are circulated together in the same experiments. The on-line pre-learning has been tried to 136 students in A junior college in Seoul for 3 years. The effects of their self-regulated learning are as follows. First, the self-regulated learning ability has increased by 0.42 point. The point after the self-regulated learning and before it is 3.24 and 3.66 respectively. Second, cognitive regulation, motivational regulation and behavioral regulation have also increased. Out of them, cognitive control has increased the most. Metacognitive strategy is higher than cognitive strategy. In conclusion, the result shows that the on-line pre-learning is helpful to develop the self-regulated learning ability and it is also suitable to teaching-learning method for junior college.

• 한국콘텐츠학회논문지
• /
• 제19권6호
• /
• pp.605-619
• /
• 2019

본 연구는 중학생이 지각한 학급풍토와 자기조절학습능력과의 관계에서 자기결정성동기의 매개효과를 검증하고자 하였다. 이를 위해 본 연구는 중학생 589명의 자료를 사용하여 지각된 학급풍토가 자기결정성동기를 매개로 자기조절학습능력에 미치는 구조방정식모형을 검증하였다. 연구결과 첫째, 중학생이 지각하는 자율지향적 학급풍토가 자기조절학습능력에 미치는 효과를 살펴본 결과, 지각된 자율지향적 학급풍토는 자기결정성동기 유형 중에서 확인된 조절을 매개로 간접효과가 있음을 확인하였다. 둘째, 중학생이 지각하는 통제적 학급풍토가 자기조절학습능력에 미치는 효과를 살펴본 결과, 지각된 통제적 학급풍토가 확인된 조절, 부과된 조절과 외적조절을 매개로 자기조절학습능력에 영향을 미치는 것을 확인하였다. 이러한 결과는 학업에 대한 자기결정성을 높이는 것이 자기조절학습능력 향상을 위한 효과적인 교육적 개입이 될 것을 시사한다.

• 한국간호교육학회지
• /
• 제24권2호
• /
• pp.127-136
• /
• 2018

Purpose: The purpose of this study was to examine the effects of self-regulated learning ability of freshmen in nursing college on the learning persistence intention, and to determine if their learning motivation meditates the relationship between them. Methods: The study design was based on descriptive research. Data were collected from 146 nursing freshmen studying at a university in D city from June 5, 2017 to June 7, 2017. Results: There was a positive correlation among learning persistence intention, self-regulated learning ability (r=.57, p<.001) and learning motivation (r=.60, p<.001). Also, it was found that learning motivation was positively correlated with self-regulated learning ability (r=.79, p<.001). According to the Sobel test results, the learning motivation had a complete mediating effect (${\beta}=.39$, p<.001) between self-regulated learning ability and learning persistence intention (Z=3.63, p<.001). Conclusion: Therefore, this study suggests developing a learning motivation program to improve self-regulated learning ability and learning persistence intention of nursing students during their freshman year.

• 한국생활과학회지
• /
• 제24권6호
• /
• pp.741-753
• /
• 2015

The purpose of this study was to investigate whether elementary children's time-use and self-regulated learning ability was different according to gender and whether children's gender and time-use effects self-regulated learning ability. Participants were 2,122 children who participated in KCYPS longitudinal study from their first grade to third grade. Time-use was reported by children's parents. Children's self-regulated learning is invented by Yang(2000). Components of self-regulated learning scale was achievement value, mastery goal orientation, action control, academic time management. The major findings were as follows. First, children's self-regulated learning was different according to chidren's gender. Girls' achievement value, mastery goal orientation, academic time management scores were higher than the boys'. Second, children's daily time was different according to their gender. Third, children's daily time-use affected their self-regulated leaning, however children's gender didn't.

• 한국학교수학회논문집
• /
• 제17권1호
• /
• pp.1-21
• /
• 2014

본 연구는 자기조절학습능력의 관점에서 중학생들의 수학 보조학습 선택, 유지, 변경 과정과 그 효과를 분석하여 학생들이 합리적인 공부 방법을 선택하도록 돕는 데 그 목적이 있다. 이를 위해 학생들의 보조학습 선택, 유지, 변경 과정과 수업참여 적극성, 보조학습 성과로서 인지적, 정의적 영역의 변화를 정성적으로 분석하였다. 연구 결과, 자기조절학습능력이 높은 학생들은 자기조절학습능력이 낮은 학생들에 비해 첫째, 본인의 학습 과정과 보조학습이 자신에게 미치는 영향에 대해 구체적으로 판단하고 합리적 근거로 보조학습을 선택, 유지, 변경하였다. 둘째, 수업참여 적극성이 높고 내재적 동기에 의한 적극적 행동이 많았다. 셋째, 보조학습이 자신의 수학학습에 미친 영향을 구체적으로 느끼고 본인의 공부 방법에 확신이 있어 수학적 흥미와 자신감이 향상되었다고 느꼈다.

• Educational Technology International
• /
• 제15권1호
• /
• pp.27-48
• /
• 2014

The purpose of the present research was to examine the relationship between the using goals of computer and self-regulated learning ability on the gender difference. To accomplish this goal, we have analyzed the data of Korea Children and Youth Panel Survey III which is nationally collected from primary school students, currently on the 6th grade in South Korea. 2,219 samples were used in the study excluding missing samples. The participants were 1167 males (49.5%) and 1052 females (50.5%). The mean age was 13.94 years (SD=.25). As results, female students spent more time on using computer than male students did: (1) the male students' time spent on Playing game was significantly larger than that of female students, but (2) on the rest seven using goals of computer including e-Learning/Information retrieval for learning, the female students spent significantly more time than the male students did. Also, in terms of the self-regulated learning ability, using computer for e-Learning/Information retrieval for learning itself gave significantly positive effects on both male and female students' self-regulated learning ability. On the other hand, Playing game gave significantly negative effects on both. Based on the results, some strategies were suggested on the proper use of computer for learning.

• 문화기술의 융합
• /
• 제7권4호
• /
• pp.511-517
• /
• 2021

본 연구는 비대면 학습환경에서 간호대학생의 학습몰입, 자기 주도성, 자기조절학습능력 및 학업성취도의 상관관계를 파악하기 위한 서술적 조사 연구이다. 연구 대상은 B, G시에 소재하고 있는 간호대학생 179명으로 2021년 9월부터 10월까지 자료수집을 하였다. 자료 분석은 SPSS 24.0 프로그램을 사용하였으며, 기술통계, 상관관계 분석을 실시하였다. 연구 결과 학습몰입 평균은 38.54±7.87이었고, 자기 주도성은 134.83±19.81, 자기조절학습능력은 42.93±5.98, 학업성취도는 15.03±2.56으로 나타났다. 학습몰입, 자기 주도성, 자기조절학습능력, 학업성취도는 모두 유의한 양의 상관을 보여주었다. 따라서 비대면 환경에서 간호대학생의 학업성취도를 높이기 위한 전략과 학습몰입을 높일 수 있는 환경 개선과 제도적인 지원이 필요하다.