Earticle

본 연구는 비대면학습 환경에서 간호대학생의 미디어멀티태스킹, 학습몰입과 자기조절학습전략 간의 관계를 파악 하고 자기조절학습전략 예측 요인을 규명하기 위한 서술적 조사연구이다. 본 연구의 대상자는 G광역시와 K시 두 개 대학 의 간호대학생 212명을 편의추출하였다. 자료분석은 SPSS WIN 23.0을 이용하여 변수 간의 상관관계는 Pearson's Correlation Coefficient, 자기조절학습전략 예측 요인은 단계적 회귀분석으로 분석하였다. 비대면학습 환경에서 간호대 학생의 미디어멀티태스킹과 자기조절학습전략(r=.45, p<.001), 학습몰입과 자기조절학습전략(r=.59, p<.001), 미디어멀티 태스킹과 학습몰입(r=.32, p<.001)은 양의 상관관계를 보였다. 교우관계 만족도, 미디어멀티태스킹과 학습몰입은 자기조 절학습전략을 45% 설명하였다. 비대면학습 환경에서 간호대학생의 자기조절학습전략을 상승시키기 위해서는 교우관계 만족도, 미디어멀티태스킹과 학습몰입을 증진 시킬 수 있는 다양한 중재 프로그램 개발이 필요하다.

The purpose of this study was to identify the predictors of self-regulated learning strategies among nursing university students. Data were collected from 212 nursing university students in G metropolitan city and K city. The SPSS WIN 23.0 version program was used for data analysis. The data were analyzed using Pearson's correlation coefficient and multiple regression. There were significant correlations between media multitasking and self-regulated learning strategies(r=.45, p<.001), learning flow and self-regulated learning strategies(r=.59, p<.001), and media multitasking and learning flow(r=.32, p<.001). Friendship satisfaction, media multitasking and learning flow explained 45% of the variance for self-regulated learning strategies. To increase the self-regulated learning strategies among nursing university students, it is necessary to develop multiple interventions that enhance friendship satisfaction, media multitasking and learning flow.

Background: To investigate the mediating effect of learning flow in the relationship between blended learning achievement and learning satisfaction in dental hygiene students, and to identify whether face-to-face studies should be substituted with non-face-to-face studies. Methods: Total 134 dental hygiene students, who underwent blended learning in the dental hygiene class during the first semester of 2021, were recruited. The research tools were blended learning achievement, learning flow, and learning satisfaction, comprising 15 questions in total. Mediation regression analysis was used to analyze the mediating effect of learning flow in the relationship between learning achievement and learning satisfaction, and that between each variable. Results: Learning flow and learning satisfaction (r=0.490, p<0.001) were positively interrelated, and the interrelation between variables was statistically significant. Class environment had the biggest effect as a subfactor of class achievement, and it appeared to have an effect on class attitude and learning motive. The effect of learning flow on learning satisfaction was statistically significant. Learning flow was partially mediated by both blended learning achievement and learning satisfaction. Learning flow was directly related to blended learning satisfaction and learning achievement. Conclusion: The results showed the possible use of blended learning in dental hygiene theory and practical subjects.

With the innovative development of ICT, a change in the social paradigm has an effect on education, so the current educational environment has been drastically transformed into online education. In particular, non-contact classes are conducted in all universities, as e-Learning which has been only conducted in cyber universities is also applied to the general education programs managed by general universities, in the midst of COVID-19. This study, therefore, aims to examine the effect of learners' learning presence on both learning flow and learning satisfaction in non-contact university class. The subjects included 253 undergraduates majoring in the department of aviation tourism & service in H University located in Chungnam, and a statistical analysis was conducted by using SPSS WIN 21.0. The findings are as follows: First, cognitive presence, emotional presence and social presence, among the learning presence has significantly positive effects on the learning flow. Second, cognitive presence, emotional presence and social presence, among the learning presence has significantly positive effects on the learning satisfaction. Third, the learning flow has a significantly positive effect on the learning satisfaction. The results suggest that it is necessary to make efforts to enhance the learning satisfaction by managing systematic learner-centered curriculum and using various contents in non-contact university class.

[목적] 본 연구는 온라인 강의 환경에서 체육계열 대학생의 학습 동기와 학습몰입, 학습성과의 상관관계를 규명함으 로써 코로나19 이후 변화하는 교육환경에서 실질적인 교육 방법에 대한 시사점을 제시하고자 한다. [방법] 이를 위해 2023년 3월 광주광역시 및 전라남도 소재의 4년제 대학에서 체육을 전공하고, 온라인 강의 수강 경험이 있는 학생들 을 모집단으로 총 267부를 회수하여 SPSS 25.0으로 분석하였다. [결과] 도출된 결과는 첫째, 학습 동기의 만족감이 인 지몰입에, 자신감이 감성몰입에, 만족감이 행동몰입에 유의한 영향을 미치는 것으로 나타났다. 둘째, 학습 동기의 자 신감이 인지성과에, 만족감이 정의성과에 유의한 영향을 미치는 것으로 나타났다. 셋째, 학습몰입의 인지몰입, 감성 몰입, 행동몰입이 인지성과에 유의한 영향을 미치는 것으로 나타났고, 감성몰입, 행동몰입이 정의성과에 유의한 영 향을 미치는 것으로 나타났다. [결론] 따라서 온라인 및 오프라인 학습에 맞는 다양하고 효과적인 매체를 활용하고, 교수자는 학습몰입을 촉진하는 학습 전략을 개발하여 학생들이 수업에 목표를 세우고 적극적으로 참여할 수 있도록 돕는 노력이 필요하다고 할 수 있다.

[Purpose] The purpose of this study is to elucidate the correlation between learning motivation, engagement, and academic performance among physical education college students in an online learning environment, aiming to provide insights into practical educational methods in the evolving educational landscape post-COVID-19. [Method] For this purpose, in June 2023, a total of 267 questionnaires were collected from students majoring in Physical Education at 4-year universities located in Gwangju Metropolitan City and Jeollanam-do Province, who had experience with online course attendance, and analyzed using SPSS 25.0. [Result] The results indicated that, firstly, the satisfaction factor of learning motivation significantly influences cognitive engagement. Second, the confidence factor of learning motivation shows a significant influence on cognitive outcomes, Third, cognitive, emotional, and behavioral engagement within learning significantly influence cognitive outcomes. [Conclusion] Therefore, that efforts are needed to utilize diverse and effective mediums suitable for both online and offline learning, while educators should develop learning strategies that promote learner engagement, assisting students in setting goals and actively participating in classes.

본 연구는 COVID-19 상황에서 비대면 학습을 경험한 간호대학생의 학습몰입, 자기효능감이 셀프리더십에 미치는 영향을 확인하기 위한 서술적 조사연구이다. 간호대학생 237명을 대상으로 2021년 11월 19부터 12월 31일 까지 자료수집을 하였으며 자료분석은 t-test, ANOVA, 상관분석 및 회귀분석을 실시하였다. 대상자의 학습몰입, 자기효능감, 셀프리더십간의 상관관계를 분석한 결과 셀프리더십은 학습몰입(r=.512, ρ<.001)과 자기효능감 (r=.664, ρ<.001)간에 유의한 양의 상관관계를 나타내었다. 회귀분석 결과, 24세 이상(β=0.16, ρ=.001), 학습몰입 (β=0.19, ρ=<.001), 자기효능감(β=0.39, ρ=<.001)이 셀프리더십에 유의한 변수로 나타났으며, 설명력은 49.8% 이었다(F=40.01, ρ <.001). 본 연구결과 셀프리더십을 향상시키기 위해서 학습몰입과 자기효능감을 증진시킬 수 있는 다양한 프로그램을 개발하여 적용하는 것이 필요하다.

This study is a descriptive research study to confirm the effect of learning flow and self-efficacy on self-leadership of nursing students who experienced non-face-to-face learning in the context of COVID-19. Data were collected from November 19 to December 31, 2021 for 237 nursing students, and t-test, ANOVA, correlation analysis, and regression analysis were performed for data analysis. As a result of analyzing the correlation between the subject's learning flow, self-efficacy and self-leadership. Self-leadership was showed a significant positive correlation between learning flow(r=.512, ρ<.001) and self-efficacy(r=.664, ρ<.001). On a result of regression analysis, significant variables were 24 years of age or older(β=0.16, ρ=.001), learning flow(β=0.19, ρ=<.001), and self-efficacy(β=0.39, ρ=<.001). and explanatory power was 49.8%(F=40.01, ρ<.001). According to this study, it is necessary to develop and apply various programs that can enhance learning flow and self-efficacy in order to improve self-leadership.

최근 전세계가 언택트 환경에 놓임에 따라 학생들의 프로그래밍 수업도 온라인으로 이루어지게 되었고, 온라 인 프로그래밍 수업을 성공으로 이끌 수 있는 영향요인들에 대한 관심이 커지고 있다. 이에 본 연구에서는 특성 화 고등학교 학생들을 대상으로 웹기반 시뮬레이션 툴을 활용하여 온라인 프로그래밍 수업을 진행하였다. 그리 고 온라인 프로그래밍 수업에서 학생들의 학습참여와 교수실재감에 영향을 주는 변인으로 자기조절능력과 학습 몰입을 상정하고 예측력을 분석하였다. 또한 학습참여, 교수실재감과 학습자의 자기조절능력 사이에서 학습몰입 의 매개효과를 분석하였다. 연구 결과 온라인 프로그래밍 수업에서 자기조절능력과 학습몰입이 학습참여와 교수 실재감을 예측하는 것으로 나타났고, 학습몰입은 자기조절능력과 학습참여, 교수실재감 사이에서 매개역할을 하 는 것으로 나타났다. 본 연구는 온라인 프로그래밍 수업에서 학습참여와 교수실재감을 높이기 위해 자기조절능 력과 학습몰입이 고려되어야 함을 제안하고, 이를 위한 실천적 시사점을 제공하였다는 데 의의가 있다.

Recently, as students' programming classes are being conducted online, interest in factors that can lead to the success of online programming classes is also increasing. Therefore, in this study, online programming classes were conducted for specialized high school students using a web-based simulation programming tool through TinkerCad. In these online programming classes, students' self-regulation ability and learning flow were set as variables that influence both learning engagement and teaching presence, and the predictive power of each was analyzed. As a result, it was found that both self-regulation ability and learning flow were predictive variables for learning engagement and teaching presence, and that learning flow played a mediating role between self-regulation ability, learning engagement, and teaching presence. This study is meaningful in that it suggested that self-regulation ability and learning flow should be considered more meaningfully in online programming classes, and a practical strategy for this is presented.

This study attempted to investigate the moderating effects of learning flow on the influence of the quality of nail design courses and learning satisfaction. For this, SPSS 23.0 and SPSS PROCESS 3.4.1 were utilized. To analyze the moderating effects through research model testing, regression analysis was performed after mean centering, and the results found the followings: First, in the relation between the quality of courses and learning satisfaction, the moderating effects of cognitive absorption revealed a statistical significance in ‘curriculums’ and ‘interactions’ while no moderating effects were found in ‘course environments’. In other words, cognitive absorption played a moderating role with ‘curriculums’ and ‘interactions’ but not in ‘course environments’. Second, in the relation between the quality of courses and learning satisfaction, the moderating effects of affective commitment showed a statistical significance in ‘curriculums’ and ‘interactions’ while no moderating effects were found in ‘course environments’. In other words, the results have confirmed that affective commitment played a moderating role with ‘curriculums’ and ‘interactions’ while not in ‘course environments’.

本研究的目的是从美甲课堂质量对学习满意度的影响关系层面考察学习投入的调节效果。研究方法采用 SPSS 23.0和SPSS PROCESS 3.4.1。另外，为了通过研究模型验证考察调节效果，对资料进行中心化处理 (mean centering)，并进行了归回分析。经分析，得出如下研究结果。第一，在课堂质量和学习满意度关系方 面，认知投入的调节效果只呈现在课堂内容和相互作用变量上，在课堂环境变量上却没有呈现调节效果。也就是 说，认知投入在课堂内容及相互作用变量方面发挥调节作用，但在课堂环境变量上不具有调节效果。第二，在课 堂质量和学习满意度关系上，情感投入的调节效果只表现在课堂内容和相互作用变量生，在课堂环境变量上却没 有呈现调节效果。换句话说，情感投入在课堂内容及相互作用变量方面发挥调节作用，但在课堂环境变量上不具 有调节效果。

This study is going to examine with undergraduates of tourism how career decision-making influences learning commitment and transfer of learning and analyze the mediating effect of learning commitment in it positively. The results of positive analysis are as follows: First, according to the results of examining the effects of career decision-making on cognitive, emotional, and behavioral commitment, career decisionmaking influences cognitive, emotional, and behavioral commitment positively. Second, according to the results of examining the effects of learning commitment on transfer of learning, among the areas of learning commitment, only emotional commitment and behavioral commitment influence transfer of learning positively. Also, according to the results of verifying how learning commitment influences transfer of learning differently, transfer of learning is influenced by emotional commitment and behavioral commitment in order. Third, according to the results of examining the effects of career decision-making on transfer of learning, career decision-making influences transfer of learning positively. Fourth, according to the results of verifying the mediating effect of learning commitment in correlation between career decision-making and transfer of learning, cognitive commitment has complete mediation while career decision-making influences transfer of learning. Emotional commitment and behavioral commitment have partial mediation in correlation between career decision-making and transfer of learning.

본 연구는 간호대학생의 팀기반학습(TBL)에서 메타인지가 학습몰입에 미치는 영향 및 메타인지와 학습몰입의 관 계에서 공유리더십의 매개효과를 규명하는데 목적이 있다. 연구대상은 2017년 1학기, 총 6주간 팀기반학습에 참석한 98명 의 간호대학생이었다. 자료는 2017년 6월 자기기입식 설문지를 통하여 수집하였으며, SPSS WIN 23.0 program을 이용하 여 분석하였다. 연구결과 메타인지와 공유리더십, 학습몰입 간에는 모두 유의한 상관관계가 있는 것으로 나타났으며, 메타 인지는 학습몰입에 긍정적인 영향을 주고 있는 것으로 확인되었다. 또 공유리더십은 메타인지와 학습몰입의 관계를 부분 매개하고 있는 것으로 나타났다. 본 연구의 결과를 통하여 간호대학생에게 팀기반학습을 활용하여 수업을 할 경우 메타인 지를 최대한 높이고 공유리더십을 향상시켜 학습몰입을 높일 수 있는 중재 프로그램을 개발하여 지도해야 할 필요가 있음 을 알 수 있었다.

The purpose of this study was to identify the effects of metacognition on learning flow of Team-Based Learning(TBL) in nursing students and verify the mediating effects of shared leadership on the relationships between metacognition and learnig flow. Data were collected via survey from 98 nursing students to participate in TBL for 6weeks, in June 2017. The results were as follows: There was a significant correlation with metacognition, shared leadership and learning flow. Metacognition had a positive effect on learning flow. Shared leadership had a partial mediating effect in the relationship between metacognition and learning flow. Conclusively, this results indicate a need to develop programs that effectively promote the shared leadership and maximize metacogniton Team-Based Learning(TBL) in nursing students.

이 연구는 간호보건계열 대학생의 스마트폰 과의존, 학습몰입이 학습만족도에 미치는 영향을 확인하기 위한 서술적 조사연구이다. 연구 대상은 G시에 소재하고 있는 4년제 대학에 재학 중인 간호보건계열 대학생 중 간호학과 학생들로 하였으며, 자료 수집은 2024년 3월 22일부터 2024년 4월 4일까지 실시되었다. 자료 분석은 SPSS/WIN 26.0 program을 이용하였으며, 빈도와 백분율, 평균과 표준편차, Pearson’s correlation, Independent sample t-test, One-way ANOVA, Multiple regression을 이용하였다. 이 연구 결과 스마트폰 과의존은 성별, SNS 사용 수, 스마트폰 사용 시간에 따라 유의한 차이가 있었다. 학습몰입은 학년 학업성적, 경제활동여부에 따라 유의한 차이가 있었다. 학습만족도는 학업성적과 전공만족, 거주형태에 따라 유의한 차이를 보였다. 간호대학생의 학습만족도에 영향을 미치는 요인은 학업성적(β=-.194, p=.003), 거주형태(β=-.153, p=.013), 학습몰입(β=-.581, p<.001)으로 나타났으 며 학습만족도에 대한 설명력은 54.9%이였다. 이상의 연구 결과를 보았을 때, 간호보건계열 대학생의 학습만족도 수준의 증가를 위해서 스마트폰 과의존 성향과 학습몰입의 정도를 확인하여 수업진행 시 적절한 전자기기의 이용함으로써 학습몰 입도를 향상시키고, 적용 가능한 교수학습법을 마련하여 적용할 필요성이 있을 것이라고 사료된다.

This study is a descriptive research study to confirm the influence of smartphone over-reliance and learning immersion of nursing and health care college students on learning satisfaction. The subjects of the study were nursing students enrolled in a four-year university in G city, and data collection was conducted from March 22, 2024 to April 4, 2024. Data analysis was performed using the SPSS/WIN 26.0 program, employing frequency and percentage, mean and standard deviation, Pearson’s correlation, independent sample t-test, one-way ANOVA, and multiple regression. The results indicated that smartphone over-dependence showed significant differences based on gender, the number of SNS users, and smartphone usage time. Learning immersion exhibited significant differences based on academic year, academic performance, and employment status. Learning satisfaction showed significant differen ces based on academic performance, major satisfaction, and living arrangement. Factors influencing nursing students' learning satisfaction included academic performance(β=-.194, p=.003), living arran gement(β=-.153, p=.013), and learning immersion(β=-.581, p<.001), with an explanatory power of 54.9% for learning satisfaction. Based on these findings, it is suggested that to enhance the level of learning satisfaction among health-related university students, it is necessary to assess the degree of smartphone over-dependence and learning immersion, utilize appropriate electronic devices during class to improve learning immersion, and develop applicable teaching and learning methods.

본 연구의 목적은 성취목표지향성과 학습몰입의 상관관계에서 학습태도의 매개효과를 검증하는데 있다. 이를 위해 전남에 소재한 미용특성화고등학교 학생들을 대상으로 성취목표지향성, 학습몰입, 학습태도에 관한 질문을 포함 하여 조사한 335부의 설문지를 SPSS통계패키지(PASW, ver 21.0)를 이용하여 분석하였다. 연구결과, 성취목표지향성 의 숙달접근과 학습태도 변인이 학습몰입에 유의한 영향을 미치는 것을 확인하였다. 숙달접근과 학급몰입 간 관계에서 학습태도는 부분매개효과가 있는 것으로 확인되었지만, 수행회피와 학습몰입 간 관계에서 학습태도는 완전매개효과가 있는 것을 보고되었다.

This study aimed to analyse the mediating effects of learning attitudes in respect to the correlation between achievement goal orientation and learning flow. For the purpose, this study surveyed achievement goal orientation, learning flow and learning attitude of beauty specialized high school students located in Jeonnam with the use of a questionnaire. 335 copies of the answers were analysed with the use of the SPSS(PASW, ver 21.0). The results are presented as follows: Mastery approach of the achievement goal orientation and learning attitude had a significant effect on learning flow. It was discovered that learning attitude had a partial effect on the relations between mastery approach and learning flow, but it was reported that it had a complete mediating effect on the relations between performance avoidance and learning flow.

The purpose of this study was to determine the relationship between self-regulated learning and learning flow for English major college students. Data were obtained from a sample of 174 English major college students. For the correct analysis, the following methods are used; descriptive statistics, reliability analysis, factor analysis, independent t-test, correlation analysis, stepwise multiple regression analysis. The questionnaire developed by Yang (2000) was used to identify self-regulated learning and the questionnaire revised by Kim et al. (2010) was also used to identify learning flow for English major college students. The subordinate factors of self-regulated learning are cognition regulation, motivation regulation, behavior regulation. The subordinate factors of learning flow are balance of challenge and skill, agreement of behavior and perception, definite goal, embodiment feedback, task concentration, regulation, losing self- consciousness, transformative time sensation, autotelic experience. The survey result is as follows. First, between male and female students, there is partially a significant difference in self-regulated learning but there is not a significant difference in learning flow. Second, in the relationship between self-regulated learning and learning flow, there is the high positive correlation. Third, the subordinate factor of learning flow is the predictor of the subordinate factor of self-regulated learning

본 연구에서는 중학생을 대상으로 부모양육태도, 교사-학생 관계, 자기조절학습 및학습몰입 변인 간의 구조적 관계를 탐색하고자 하였다. 이를 위해 경기도 이천시에 소재한 2개 중학교 재학생 191명 및 모바일 커뮤니티를 통해 설문 조사한 중학생 181명, 총 372명을 최종분석 대상으로 하였다. 본 연구결과, 첫째, 부모양육태도와 교사-학생관계, 자기조절학습 및 학습몰입 간의 유의한 상호관련성이 있는 것으로 나타났다. 둘째, 긍정적 부모양육태도 집단 학생들의 교사-학생 관계, 자기조절학습 및 학습몰입은부정적 부모양육태도 집단 학생들에 비해 높은 것으로 나타났다. 셋째, 부모양육태도, 교사-학생 관계 및 자기조절학습이 학습몰입에 직·간접적으로 영향을 미치는 것으로나타났다. 마지막으로, 부모양육태도와 학습몰입 간의 관계에서 교사-학생 관계와 자기조절학습이 이중매개효과가 있는 것으로 나타났다. 이와 같은 본 연구결과는 중학생들의 학습몰입 향상 방안을 모색하기 위한 기초자료로 활용될 수 있을 것으로 기대된다.

The main purpose of this study was to examine the relationship between parenting styles, teacher-student relationship, self-regulated learning, and learning flow. For this purpose, 372 middle school students were selected as the final subjects. The results of this study showed that parenting styles, teacher-student relationship, self-regulated learning and learning flow were statistically associated with each other. Moreover, there were significant differences observed on teacher-student relationship, self-regulated learning, and learning flow(i.e., positive parenting style vs. negative parenting style). In addition, it was found that learning flow was directly and indirectly affected by parenting styles, teacher-student relationship and self-regulated learning. Finally, the results indicated that teacher-student relationship and self-regulated learning had dual mediating effects in the relationship between parenting styles and learning flow. These findings imply that parenting styles, teacher-student relationship and self-regulated learning play important roles in learning flow.

본 연구에서는 중학생을 대상으로 부모양육태도, 교사-학생 관계, 자기조절학습 및학습몰입 변인 간의 구조적 관계를 탐색하고자 하였다. 이를 위해 경기도 이천시에 소재한 2개 중학교 재학생 191명 및 모바일 커뮤니티를 통해 설문 조사한 중학생 181명, 총 372명을 최종분석 대상으로 하였다. 본 연구결과, 첫째, 부모양육태도와 교사-학생관계, 자기조절학습 및 학습몰입 간의 유의한 상호관련성이 있는 것으로 나타났다. 둘째, 긍정적 부모양육태도 집단 학생들의 교사-학생 관계, 자기조절학습 및 학습몰입은부정적 부모양육태도 집단 학생들에 비해 높은 것으로 나타났다. 셋째, 부모양육태도, 교사-학생 관계 및 자기조절학습이 학습몰입에 직·간접적으로 영향을 미치는 것으로나타났다. 마지막으로, 부모양육태도와 학습몰입 간의 관계에서 교사-학생 관계와 자기조절학습이 이중매개효과가 있는 것으로 나타났다. 이와 같은 본 연구결과는 중학생들의 학습몰입 향상 방안을 모색하기 위한 기초자료로 활용될 수 있을 것으로 기대된다.

The main purpose of this study was to examine the relationship between parenting styles, teacher-student relationship, self-regulated learning, and learning flow. For this purpose, 372 middle school students were selected as the final subjects. The results of this study showed that parenting styles, teacher-student relationship, self-regulated learning and learning flow were statistically associated with each other. Moreover, there were significant differences observed on teacher-student relationship, self-regulated learning, and learning flow(i.e., positive parenting style vs. negative parenting style). In addition, it was found that learning flow was directly and indirectly affected by parenting styles, teacher-student relationship and self-regulated learning. Finally, the results indicated that teacher-student relationship and self-regulated learning had dual mediating effects in the relationship between parenting styles and learning flow. These findings imply that parenting styles, teacher-student relationship and self-regulated learning play important roles in learning flow.

본 연구는 코로나 19 상황으로 인한 대학수업이 자기주도학습 중심으로 대학 생활이 지속하고 있는 현실에서 대학생들의 자기주도학습과 대학생활적응에 관한 연구로서, 대학생들의 자기주도학습, 전공 만족, 학습몰입, 삶의 만족 및 대학생활적응 정도를 파악하고, 자기주도학습과 대학생활적응 관계에서 전공만족, 학습몰입, 삶의 만족의 병렬 매개효과를 실증 분석하고자 한다. 본 연구는 182명의 대학생 을 대상으로 설문조사와 수집이 이루어졌다. 수집된 자료는 SPSS 23과 PROCESS macro ahepf4를 활용하여 분석하였다. 연구결과 첫째, 대학생의 자기주도학습, 전공만족, 학습몰입, 삶의 만족, 대학생 활적응 간에는 유의한 정적(+)관계가 있었다. 둘째, 대학생의 자기주도학습과 대학생활적응과의 사이에 전공만족과 학습몰입은 단순매개효과가 있었다. 셋째, 대학생의 자기주도학습과 대학생활적응 사이에 전공만족, 학습몰입, 삶의 만족은 병렬 삼중매개효과가 있었다. 넷째, 자기주도학습과 대학생활적응 사 이에 전공만족, 학습몰입, 삶의 만족이 삼중매개 상황에서 학습몰입은 단순매개효과가 있었다. 다섯째, 전공만족은 단순매개효과는 있었으나 삼중매개에서는 영향력이 없었다. 여섯째, 학습몰입은 단순매개 와 다중매개의 영향력이 있는 것으로 밝혀졌다. 본 연구는 코로나19와 상황에서 자기주도학습 중심으 로 대학 생활을 하는 대학생들에게 영향을 미치는 변인을 발견하였다는 학문적 의의를 지닌다. 또한 전공만족, 학습몰입, 삶의 만족 이외의 매개변인과 보다 심층적인 연구가 필요함을 제언하였다.

This study is about the self-directed learning and adaptation to college life of college students in the reality that college life is continuing with self-directed learning as a result of COVID-19 situation. The purpose of this study is to identify the self-directed learning, major satisfaction, learning flow, life satisfaction and college life adaptation of college students, and to empirically analyze the parallel mediating effects of major satisfaction, learning flow, and life satisfaction in the relationship between self-directed learning and college life adaptation. This study was conducted with 182 college students. The collected data were analyzed using SPSS 23 and PROCESS macro model 4. First, there was a significant positive relationship among self-directed learning, major satisfaction, learning flow, life satisfaction, and college life adaptation of university students. Second, between self-directed learning and college life adaptation of college students, major satisfaction and learning flow had a simple mediating effect. Third, between self-directed learning and college life adaptation of college students, major satisfaction, learning flow, and life satisfaction had parallel triple mediating effects. Fourth, learning flow had a simple mediating effect in the three-mediated situation of major satisfaction, learning flow, and life satisfaction between self-directed learning and college life adaptation. Fifth, major satisfaction had a simple mediating effect, but there was no influence in triple mediation. Sixth, learning flow was found to have the influence of simple and multiple mediation. This study has academic significance in that it found the variables that affect college students who are living in college based on self-directed learning in COVID-19 pandemic. In addition, it was suggested that there is a need for more in-depth research and mediating variables other than major satisfaction, learning flow, and life satisfaction.

본 연구의 목적은 국내 성인학습자의 학습몰입 영향요인을 이론적으로 고찰하여 성인학습자의 학습몰입에 관한 개념적 통합모형을 구명하는 데 있다. 연구 목적을 달성하기 위해 국내 성인학습자의 학습몰입 영향요인을 학습자특성요인과 학습환경특성요인으로 구분한 후 Torraco(2005)의 연구 절차에 따라 연구를 수행하였다. 본 연구의 주요한 결과는 다음과 같다. 첫째, 성인학습자의 학습몰입에 영향을 미치는 학습자특성요인은 성격요인과 학습동기요인, 학습능력요인으로 구분되었다. 성격요인은 자아존중감, 자기효능감, 내적통제소재, 성격강점, 자기목적적 성격이 제시되었고, 학습동기요인으로는 내재적 학습동기, 외재적 학습동기, 참여동기, 참여유의가, 학습능력요인으로는 자기조절학습능력이 제시되었다. 두번째, 학습환경특성요인은 학습과제요인과 학습진행방법요인, 조직풍토요인으로 구분된다. 학습과제요인은 유용성, 실용성, 적절성, 상호작용성, 용이성, 개인적 의미가 제시되었고, 학습진행방법요인으로는 학습과제제시방법과 학습자참여, 조직풍토요인으로는 학습조직문화와 조직의 지원이 제시되었다. 이와 같은 연구 결과는 향후 평생학습의 주체가 되는 성인학습자의 효과적인 학습을 위한 학습몰입을 연구함에 있어 기초자료로 활용될 수 있을 것이다.

The purpose of this study is to identify a conceptual integrative model of domestic adult learners’learning flow determinants through an integrative literature review on individual learner and learning environment determinants that influence learning flow. The constructs are categorized by individual learner and learning environment variables. This study implements the study process of Torraco(2005)’s and identifies the variables that influence learning flow. The result of this study are as follows: First, the individual learner category is subdivided into personality, learning motivation and learning ability variables. The personality variables are self-esteem, self-efficacy, internal locus of control, character strengths and autotelic personality. The learning motivation variables are intrinsic learning motivation, extrinsic learning motivation, participation motivation and participation valence. The learning ability variable is self-regulation learning ability. Second, the learning environment category is subdivided into learning tasks, learning method and organizational climate variables. The learning tasks variables are usefulness, practicality, appropriacy, interactivity, easiness and personal meaning. The learning method variables are learning tasks presentation method and learner participation. The organizational climate variable are learning organizational culture, organizational support.

본 연구의 목적은 간호대학생의 학습몰입에 미치는 융합적인 요인을 파악하기 위함이다. 충청북도에 소재한 일개 대학의 간호대학생 200명을 대상으로 설문조사하였다. 자료는 기술통계와 t-test, 일원배치분산분석, Pearson correlation 및 다중회귀분석으로 분석하였다. 대상자의 셀프리더십, 사회적지지 및 학습몰입과의 관계를 보면 셀프리더십이 높을수록(r=568, p<.001), 사회적지지가 높을수록(r=.412, p<.001) 학습몰입이 높은 것으로 나타났다. 대상자의 학습몰입에 영향을 미치는 변수는 셀프리더십으로 33.0%(β=.501, p<.001)의 설명력이 있었다. 이처럼 셀프리더십이 간호대학생의 학습몰입에 매우 중요한 변수임을 확인할 수 있었다. 이 같은 이론적 근거를 바탕으로 간호대학생들의 셀프리더십 증진을 도모하여 학습몰입을 높일 수 있는 방안 모색이 필요하다.

The purpose of this study is to analyze converged factors affecting learning flow in nursing college students. The study conducted survey on 200 nursing students attending a college in Chungcheongbuk-do. The study processed data using descriptive statistics, t-test, ANOVA and Pearson correlation coefficients and multiple regression analysis for the analysis. As for the relationship between self-leadership, social support and learning flow, the higher self-leadership(r=568, p<.001), and social support (r=.412, p<.001) led to higher learning flow of the study subject. The influential variables of learning flow was self-leadership with 33.0% of explanation power(β=.501, p<.001). Likewise, the study confirmed that self-leadership is a very significant variable of learning flow of nursing students. Based on the theoretic grounds, there is a need to seek measures to improve learning flow by improving self-leadership of nursing students.

본 연구는 멀티미디어를 활용한 경영 사례교육이 학습자들의 학습몰입과 학습만족도, 그리고 학습지속의도간의관계를분석하는데목적이있다. 최근의대학생들은멀티미디어에매우익숙한세대이다. 이들은 다양한 매체를 디지털의 형태로 소비한다. 즉, 전통적인 텍스트 기반의 강의 방식이 더 이상 유효하지않은 세대이기도 하다. 이에, 지금의 대학생들에게멀티미디어를활용한사례교육이학습몰입에 어떠한 영향을 미치는지를 확인하고, 이를 기반으로 학습몰입이 학습만족도와 학습지속의도에 미치는 영향을 분석하였다. 마지막으로 학습만족도가 학습지속의도에 미치는 영향을 분석하였다. 이를 위해 멀티미디어를 활용한 교육, 학습몰입, 학습만족도, 학습지속의도에 대한 선행연구들을 분석하였다. 멀티미디어로는소설, 신문, 뉴스, 다큐멘터리, 드라마, 영화 등다양한 멀티미디어를대상으로 하였다. 학습몰입은즐거움과집중으로측정하였고, 학습만족도는마케팅에서주로사용되는고객만족도의 개념을 사용하였다. 그리고 학습지속의도는 지속과 반복학습으로 측정하였다. 이러한 분석을 바탕으로, 연구모형과 가설을 수립하였다. 분석을 위해, 총 223부의 설문지를 사용하였고, 구조방정식 분석을 위해 Smart PLS 4.0을 사용하여 가설들을검증하였다. 연구결과 멀티미디어를 활용한경영사례교육은학습몰입에정(+)의관계를 미치는 것으로 확인되었다. 또한 학습몰입은 학습성과인 학습만족도에 정(+)의 영향을 미쳤고, 학습몰입은 학습지속의도에도 정(+)의 영향을 미치는 것으로 나타났다. 그리고 학습만족도는 다시 학습지속의도에 정(+)의 영향을 미치는 것으로 나타났다. 대학의강의환경도변화하고있고대학생들의특성또한바뀌고있다. 이러한변화에대응하기위해서는 학습자의학습몰입, 학습만족도그리고학습지속의도를제고할수있는교육전략이요구된다. 본연구결과를 바탕으로 볼 때, 지금의 대학생들에게 익숙한 멀티미디어를 적절하게 활용하여 경영교육을 실시하는 것은 매우 유효한 전략이 될 것으로 판단된다. 이를 위해 교수자도 다양한 멀티미디어 사례를 발굴하여 집중도와 흥미 유발을 위한 지속적인 노력이 필요할 것으로 사료된다.

This study aims to analyze the relationships among learning flow, learning satisfaction, and learning persistence intention in multimedia-based business case education. It examines whether multimedia-assisted case education influences learning flow, and whether learning flow, in turn, affects learning satisfaction and the intention to continue learning. In addition, the study explores the impact of learning satisfaction on learning persistence intention. A comprehensive review of previous studies on multimedia-based education, learning flow, learning satisfaction, and learning persistence intention was conducted to establish the research model and hypotheses. Learning satisfaction and learning persistence intention were conceptualized as learning outcomes. To test the proposed model, 223 valid survey responses were analyzed using Partial Least Squares Structural Equation Modeling. The results show that multimedia-based business case education positively influences learning flow. Furthermore, learning flow has a positive effect on both learning satisfaction and learning persistence intention. Learning satisfaction also positively influences learning persistence intention.

소프트웨어가 산업의 구조를 변화시키면서 시장 경쟁력을 결정하는 핵심이 되고 있다. 이에 세계 각국은 소프트웨어 경쟁력 확보를 위해 소프트웨어 개발 역량을 가진 인재양성 교육에 힘쓰고 있으며, 그 교육적 효과에 대한 관심이 높아지고 있다. 그러나 소프트웨어 교육성과에 대한 연구들이 주로 인지적 관점에서 분석되고 있어정의적 측면에서의 효과 분석에 대한 필요성이 최근 대두되고 있다. 본 연구는 서울 소재 한 초등학교 6학년 학생 103명을 대상으로 게임을 활용한 SW교육을 4차시 진행하고, 컴퓨팅 사고력 효능감, SW교육 태도, SW교육만족도로 구성된 정의적 성과에 대한 학습자의 SW중요성 인식과 학습몰입의 예측력을 분석하였다. 연구 결과정의적 성과에 대해 SW 중요성 인식은 유의미한 예측력을 갖는 것으로 나타났고, 학습몰입은 SW 중요성 인식과 정의적 성과 사이에서 매개역할을 하는 것으로 나타났다. 본 연구는 SW교육을 설계하고 실행함에 있어 학습자의 SW 중요성 인식과 학습몰입이 고려되어야 함을 제안하고, 이를 위한 실천적 전략을 제안한다는 데 의의가있다.

As software transforms the structure of industry, it becomes a key measure in determining market competitiveness. Therefore, various educational efforts have been attempted in Korea to cultivate software professionals to secure software competitiveness. While previous studies had focused mainly on the cognitive effectiveness of software education, the authors tried to focus on affective perspectives. The authors, therefore, aimed to analyze the predictive power of the recognition of software importance and learning flow on affective outcomes, such as efficacy of computational thinking skills, and attitude toward, and satisfaction with, software education. The data were collected from 103 sixth grade students who participated in a software education. Results show that software importance and learning flow had significant predictive power on affective outcomes; Learning flow mediated the relationship between software importance and affective outcomes. This study provides practical implications for improving affective outcomes in the design and implementation of software education.

본 연구는 청소년들이 지각한 부모애착이 학습몰입에 미치는 영향에서 부모의 지지적 학업기대와 청소년의 낙관 성의 매개효과를 융합적으로 검증하고자 수행되었다. 연구 대상은 서울특별시에 소재한 중·고등학교 학생 184명이었다. 연구결과, 첫째, 학업기대와 낙관성은 부모애착과 학습몰입 간의 관계에서 완전 매개효과를 보였다. 간접효과의 유의성 을 Bootstrapping 방법으로 분석한 결과, 부모의 학업기대와 청소년의 낙관성을 통한 간접효과는 모두 통계적으로 유 의하였다. 둘째, 학업기대와 낙관성의 간접효과 간의 차이를 Bootstrapping 방법으로 분석한 결과 통계적으로 유의한 차이가 없었다. 이러한 연구 결과를 바탕으로 부모와의 건강한 애착 관계는 부모의 지지적 기대를 증가시키고, 청소년들 에게는 낙관성을 증진시켜, 효율적인 학습을 위한 학습몰입을 향상시키는 것을 알 수 있었다. 그리고, 청소년의 학습몰 입을 증진시키기 위한 부모와 자녀의 역할과 기대에 대해 논의하였다.

The purpose of this study was to analyze the mediating effects of parental academic expectations and adolescent’s optimism in the influence of perceived parental attachment on learning flow. The subjects of this study were 184 middle and high school students in Seoul. The results of this study are as follows. First, academic expectation and optimism showed significant full mediation effects on the relationship between parent attachment and learning flow. Second, there was no statistically significant difference in the difference between the indirect effects of academic expectation and optimism by the bootstrapping method. Based on the results of this study, it was found that the healthy attachment relationship with the parents increases the parent's supportive expectancy, improves the optimism for the youth, and improves the learning commitment for effective learning. Finally, we discussed the role and expectations of parents and adolescents in promoting the learning commitment of adolescents.