• The Korean Journal of Emergency Medical Services
• /
• v.17 no.1
• /
• pp.51-62
• /
• 2013

Purpose : The purpose of this study was to verify the effects of academic self-efficacy on self-directed learning attitude of emergency medical students. Methods : A total of 209 emergency medical technology students filled out the questionnaire after receiving the informed consents. The questionnaire consisted of demographical characteristics, academic self-efficacy and self-directed learning attitude. Results : Academic self-efficacy and self-directed learning attitude of the subjects were above mean average. Higher correlations existed between academic self-efficacy and self-directed learning attitude of the subjects, and the significant positive correlations were found between sub-factors of the academic self-efficacy and self-directed learning attitude. The academic self-efficacy of the subjects had the significant influence on the self-directed learning, and self-efficacy. The self-confidence among sub-factors in the academic self-efficacy had a significant influence on self-directed learning attitude and sub-factors. Conclusion : The results of the study subjects of academic self-efficacy had a significant influence on the attitude of self-directed learning, In particular, self-efficacy and confidence of the academic self-efficacy sub-factors showed a significant impact on the sub-factors, attitudes and self-directed learning. This study will provide the basic data for the implementation of the educational programs. This will be effective in managing the knowledge, information, self-directed learning attitude and academic self-efficacy.

• The Korean Journal of Emergency Medical Services
• /
• v.25 no.3
• /
• pp.49-61
• /
• 2021

Purpose: The study investigated the effects of self-directed learning, learning flow, and academic self-efficacy variables on academic achievement. Methods: This is a descriptive correlation study to understand the effects of self-directed learning, learning flow, and academic self-efficacy on academic achievement. Results: There is a significant positive correlation between the participants' self-directed learning, learning flow, academic achievement, and academic self-efficacy. Self-directed learning and learning flow influenced academic achievement, while academic self-efficacy was found to have a partial mediating effect. As indicated above, academic self-efficacy and self-directed learning were significant predictors of academic achievement. Conclusion: The study results can be used as basic data to conduct future studies. Furthermore, results can inform the development of educational programs that enhance self-directed learning, learning flow, and academic self-efficacy to improve students' academic achievement in the department of emergency technology.

• Journal of the Korean Home Economics Association
• /
• v.50 no.8
• /
• pp.125-135
• /
• 2012

The purpose of this study is to examine the mediating effects of self-determined motivation between mother's psychological control and self-directed learning ability in children. The participants were 457 sixth-grade elementary students in the Gyung-gi province. They completed questionnaires that included the Self-Directed Learning Readiness Scale, K-SPQ-A, Psychological Control Scale. Descriptive statistics and Pearson's product correlation coefficients were obtained using SPSS (version 18.0), and tests of the mediation were performed using SEM with AMOS (version 18.0). The major findings of this study were as follows that significant correlations among maternal psychological control, self-determined motivation and self-directed learning exist. Also a mother's psychological control was negatively related to a child's self-directed learning. The relationship between maternal psychological control and a child's self directed learning was fully mediated by self determined motivation. These results suggested that high maternal psychological control was negatively affected that development of self-determined motivation and self-directed learning.

• The Journal of Korean Society for School & Community Health Education
• /
• v.23 no.2
• /
• pp.39-50
• /
• 2022

Objectives: This study aimed to confirm the association between self-determination and self-directed learning among Korean nursing students, as well as the mediating effect of academic self-efficacy. Methods: Data from 139 nurse students were surveyed in this descriptive cross-sectional study. They were collected from Oct 1 to 30, 2020, using self-report questionnaires. The collected data were analyzed using descriptive statistics, independent t-test, one-way analysis of variance, Scheffé test, Pearson's correlation coefficient analysis, and mediated model for PROCESS macro using the SPSS/WIN 24.0. Results: Self-directed learning was positively associated with self-determination (r=.56, p<.001) and academic self-efficacy (r=.63, p<.001). Furthermore, academic self-efficacy had a mediating effect on the relationship between self-determination and self-directed learning (B=0.21, 95% CI=0.12~0.32). Conclusion: The impact of self-determination on the self-directed learning among nursing students was mediated by academic self-efficacy. Therefore, these results provide important data for future self-directed learning in nursing education.

• Journal of Technologic Dentistry
• /
• v.41 no.3
• /
• pp.233-244
• /
• 2019

Purpose: The purpose of the study is to learn the importance of self-directed learning about career-preparation behavior of department of dental technology students. Methods: Using the questionnaire, the department of dental technology in Gyeongnam Province conducted a survey of students of department of dental technology at A and B college for one month from May 15, 2019 through June 15, 2019, and finally 204 students were surveyed for Self-esteem, Self-determination, Self-efficacy, Internal control, College life adaptation, Self-directed learning, and Career-preparation behavior. Results: Self-esteem among students has been shown to improve self-directed learning by increasing the stress of college life, and self-efficacy has only a direct effect on self-directed learning. In addition, self-determination and internal control of department of dental technology students were found to be variables that have a common positive effect on college life adaptation and self-directed learning. In addition, college life adaptation gives direct positive effect to self-directed learning, but indirect effect through self-directed learning was found to be stronger than direct effect on career-preparation behavior, and the career-preparation behavior of students was further strengthened through self-directed learning. Conclusion: The changes in college restructuring and various policies also suggest that students should actively seek ways to instill certainty about their major's vision and career path within the college rather than deciding their future through extreme measures such as academic secession at a time when anxiety and uncertainty about their career is strong.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.2
• /
• pp.146-165
• /
• 2012

The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

• Journal of muscle and joint health
• /
• v.29 no.3
• /
• pp.185-193
• /
• 2022

Purpose: This study aims to provide basic data for future nursing education by identifying the effects of flipped learning-type project-based learning on nursing college students' self-directed learning ability, self-leadership, and academic self-efficacy. Methods: It is a pre-experimental study designed before and after a single group to verify the effect of flipped learning project-based learning on nursing students' self-directed learning ability, self-leadership, and academic self-efficacy in 81 third-grade nursing students. Results: No statistically significant difference in self-efficacy (t=-0.80, p=.545) but self-directed learning ability (t=-3.85, p<.001) and self-leadership (t=-5.18, p<.001) were found to have a statistically significant difference before and after. Conclusion: Flipped learning-type project-based learning was confirmed effective in improving nursing college students' self-directed learning ability and self-leadership. Therefore, instructors will need to develop and apply teaching methods that provide learners with opportunities for pre-learning and carry out learner-centered projects to improve nursing college students' self-directed learning ability and self-leadership.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.6
• /
• pp.935-949
• /
• 2012

The purpose of this study was to investigate the structural relationship among the self-efficacy, self-directed learning ability, school adjustment and learning flow in middle school students by the structural equation modeling analysis. The subjects of this study consisted of 553 middle school students. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using the SPSS 12.0 and AMOS 5.0 statistical program. The results of this study were as followed: First, there were significant correlations among the self-efficacy, self-directed learning ability, school adjustment and learning flow. Second, the self-directed learning ability and school adjustment directly affected the learning flow. Third, self-efficacy and school adjustment variables indirectly affected learning flow. The indices of the best fit model on these variable were adequate. This study shows that the self-efficacy, self-directed learning ability, school adjustment are the significant predictor for the learning flow during adolescent.

• 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.

• Journal of Korean Elementary Science Education
• /
• v.35 no.2
• /
• pp.253-264
• /
• 2016

The purpose of this study was to investigate implications of self-directed learning experiments in elementary science education through understanding elementary school students' awareness of their experiences in self-directed learning experiments. Twenty students joined the school science club voluntarily and conducted self-directed learning experiments. We collected data through observation of the experiments, interviews, and questionnaires. The students who participated in the club showed high satisfaction with self-directed learning experiments. The participants were aware that their scientific interest and knowledge, and the confidence in conducting experiments were increased. The students felt positive about the inquiry process of conducting self-directed learning experiments with their own subjects. They also felt a sense of achievement in attempting their experiments in defiance of several failures. The participants realized that the self-directed inquires led to increased declarative and procedural knowledge of science. The students stated that they had some difficulties in coping with the different results contrary to expectations and preparing laboratory materials and instruments. Nonetheless, they showed the promotion of their scientific literacy during overcoming those difficulties. We suggest that self-directed learning experiments can be a more effective way in science learning to make students experience the nature of science than existing school experiments. This can be implemented through a creative experience activities such as science clubs.