Earticle

초록

영어

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

목차

1. 서론
2. 연구대상 및 방법
3. 연구결과
3.1. 연구대상자의 일반적인 특성
3.2. 연구대상자의 학습역량실태
3.3 연구대상자의 일반적인 특성과 학업비전과의 관계
3.4. 연구대상자의 일반적인 특성과 학생정체성과의 관계
3.5. 연구대상자의 일반적인 특성과 인지조절과의 관계
3.6. 연구대상자의 일반적인 특성과 정서조절과의 관계
3.7. 연구대상자의 일반적인 특성과 학습관리와의 관계
3.8. 연구대상자의 일반적인 특성과 학습환경조성과의 관계
4. 고찰
5. 결론
참고문헌
ABSTRACT

저자

• 송경희 [ Kyoung-hee Song | 제주관광대학교 치위생과 ] 교신저자

참고문헌