Earticle

본 연구에서는 COVID-19 전후 환경에서 중도탈락 학생이 인식하는 교과활동, 비교과활동, 학습의지, 대학 교육만족 간의 영향 관계를 확인하고자, K대학에서 중도탈락한 학생 596명을 대상으로 오프라인 설문을 시행하였 다. 영향 관계를 확인하기 위하여, 요인분석, 상관관계분석, 구조관계분석을 실시하였다. 연구결과, 첫째 남학생이 여 학생보다 중도탈락 비율이 높게 나타났으며, 저학년이 고학년보다 중도탈락 비율이 높게 나타났다. 둘째, COVID- 전 환경에서 중도탈락 학생의 대학교육만족에 학습의지, 비교과활동, 교과활동 순으로 영향을 미치는 것으로 나타났 다. COVID-전 환경에서의 학습자의 학습에 대한 의지는 교과활동과 비교과활동에 영향을 주는 것으로 나타났으며, 대학생의 능동적인 학업의지는 중도탈락에도 영향을 미치고 있었다. 셋째, COVID-후 환경에서 중도탈락 학생의 대 학교육만족에 비교과활동, 학습의지, 교과활동 순으로 영향을 미치는 것으로 나타났다. 본 연구는 실제 중도탈락 학 생을 대상으로 영향관계를 분석하고 개선 방안을 제시함으로써 학술적인 뒷받침을 하였다는 데 그 의의가 있다.

This study aims to compare and analyze the relationship between subject activities, extra-curricular activities, learning intention, and higher education satisfaction perceived by university students who dropped out before COVID-19 and during COVID-19. Survey data were collected from 596 dropout students from a four-year university in South Korea. The result show that the dropout rate of male students was higher than that of female students. The dropout rate was higher in the lower grades than in the upper grades. In the pre-COVID-19 environment, there was an effect on higher education satisfaction of dropout students in the order of learning intention, extracurricular activities, and subject activities. The learning intention of the dropout students in the pre-COVID-19 environment had an effect on the subject activities and extra-curricular activities. During COVID-19 situation, there was an effect on higher education satisfaction of dropout students in the order of extracurricular activities, learning intention, and subject activities.

이 연구는 대학 씨름선수의 학습참여유형과 학업태도 및 수업참여의도의 관계를 규명하는 데 그 목적이 있으며, 이를 위해 대한씨름협회에 등록된 대학씨름선수 148명을 대상으로 연구를 수행하였다. 자료조사에는 학습참여유형 10문 항, 학업태도 3문항, 수업참여의도 4문항으로 구성된 설문지가 사용되었다. 수집된 자료의 분석은 SPSS 21.0, AMOS 21.0 프로그램을 이용하여 빈도분석, 확인적 요인분석, 신뢰도검증, 상관분석 및 구조모형분석을 적용하였다, 연구결 과 씨름선수의 학습참여유형 중 진지형은 학업태도에 정적인 영향을 미쳤으며, 학습태도는 수업참여의도에 정적인 영향을 미쳤다.

This study was designed to find the relationship between Ssireum players’learning participation types, academic attitude and learning participation intention. To test this, 148 University Ssireum players who are registered in Korea Ssireum Association were sampled. The resulting data were processed by means of frequency analysis, confirmatory factor analysis, reliability analysis, correlation analysis, and structure modeling using SPSS 21.0 and AMOS 21.0 program. The results of this study based on above methods and procedures were as followings. First, Ssireum players’seriousness which is sub factor of learning participation had positive effect on academic attitude. Second, Ssireum players’academic attitude had positive effect on learning participation intention.

This study examines the predictors and consequences of artificial intelligence (AI) tool adoption among university students in Saudi Arabia, integrating the technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), as well as Cognitive Social Theory with AI-specific trust and ethical concern. Using a cross-sectional survey of 317 students from four geographically distributed public universities, we employed partial least square-structural equation modeling to test ten hypotheses. The results reveal that perceived usefulness, trust in AI, and social influence significantly predict AI adoption, while perceived ease of use and ethical concerns show no significant effects. Self-efficacy partially mediates the relationships between perceived usefulness and perceived ease of use with adoption, but not for trust. Notably, AI adoption significantly enhances academic performance and cognitive skill development. The findings contribute to technology acceptance literature by validating the combination of TAM, UTAUT, and social cognitive theory in AI adoption contexts, highlighting trust as a critical factor beyond traditional TAM constructs, and demonstrating AI's positive educational outcomes. Practically, universities should emphasize AI's usefulness, foster trust through transparency, and integrate self-efficacy training to maximize adoption benefits.

가상현실(VR) 기술은 빠르게 교육 분야에 접목되어 학습자에게 몰입형 및 대화형 학습 경험을 제공하고 있으며, 특히 미술 교육에서 더 큰 잠재력을 나타내고 있다. VR 미술 교육은 시공간의 제약을 넘어 희소한 예술 자원에 가까이 다가갈 수 있게 하고, 학습자의 창의력과 학습 흥미를 자극할 수 있다. 하지만 학습자의 지속적인 학습 의사에 미치는 영향 요인, 특히 감각 경험의 역할 메커니즘에 대한 심층적인 연구는 아직 부족한 실정이다. 본 연구의 목적은 VR 미술 교육에서 시각 및 촉각 경험이 어떻게 몰입감과 플로우 경험(Flow Experience)을 통해 학생들의 지속적인 학습 의사에 영향을 미치는지 탐구하는 데 있다. 본 연구는 미술 수업에서 VR 장비를 사용한 경험이 있는 중국 학생 406명을 대상으로 설문 조사를 실시하고, 구조방정식 모형을 구축하여 분석을 진행하였다. 연구 결과, 시각적 경험은 몰입감과 플로우 경험을 유의미하게 향상시켜 지속적인 학습 의지를 촉진하는 것으로 나타났다. 촉각적 경험은 플로우 경험에 긍정적인 영향을 미쳤으 나, 몰입감에는 유의미한 영향을 미치지 않는 것으로 나타났다. 본 연구는 VR 미술 교육에서 감각 경험의 차별화된 작용 메커니즘을 밝혀내 VR 미술 교육 설계를 최적화하는 데 이론적 근거를 제공하였다. 이러한 연구의 발견은 미술 교육에서 VR 기술의 활용 효과를 향상시키고 교육의 혁신과 변화를 촉진하는 데 기여할 수 있을 것으로 기대된다.

Virtual Reality (VR) technology is rapidly integrating into the education field, creating immersive and interactive learning experiences for learners, and showing tremendous potential, especially in fine arts education. VR fine arts education can break through spatial and temporal limitations, provide close access to scarce art resources, and stimulate learners' creativity and interest in learning. However, there is a lack of in-depth research on the factors influencing learners' continuance learning intention, particularly the mechanism of sensory experience. This study aims to explore how visual and tactile experiences in VR fine arts education affect students' continuance learning intention through sense of presence and flow experience. A questionnaire survey was conducted among 406 Chinese students who had used VR devices in their art courses, and structural equation modeling was used for analysis. The results show that visual experience significantly enhances the sense of presence and flow experience, thereby promoting continuance learning intention; tactile experience has a positive impact on flow experience but no significant effect on the sense of presence. The study reveals the differential mechanisms of sensory experience in VR fine arts education, providing a theoretical basis for optimizing VR art teaching design. These findings help improve the application effectiveness of VR technology in art education and promote educational reform and innovation.

코로나 19 팬데믹으로 인해 온라인 교육 시장은 전세계적으로 성장했으며, 온라인 교육은 미래 교육을 지배할 것이라는 예상이다. 본 연구는 온라인 수업 만족도 및 온라인 수업 사용 행동 의도에 영향을 줄 수 있는 인간적 요인으로 자기효능감, 시스템 요인들로 인지된 사회적 실재감 및 인지된 교수 실재감의 효과를 살펴보고 있다. 본 연구에는 수업에서 추가 점수를 받은 조건으로 236명의 학생들이 온라인 서베이에 참여했다. 연구결과, 사회적 실재감과 교수 실재감이 높은 사람들은 사회적 실재감과 교수 실재감이 낮은 사람들보다 온라인 수업 만족 및 온라인 수업 행동 의도가 높은 것으로 나타났다. 또한, 본 연구는 자기 효능감이 높은 사람들은 자기 효능감이 낮은 사람들보다 더 높은 온라인 수업 만족 및 온라인 수업 행동 의도를 보인다는 결과를 밝혀냈다. 본 연구는 온라인 수업에서 학생들의 만족도 및 온라인 교육 사용 의도를 높이는데 있어 이론적 그리고 실무적 시사점을 제공한다.)

Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners’ satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students’ satisfaction with online learning and behavioral intention to use online learning.

본 연구는 e-러닝 시스템의 채택과 사용에 대한 사용자들의　의사결정　과정에 영향을 미치는 핵심 요인들을 탐색하는 것을 목적으로 한다.　이를 위해 르완다의 고등 교육 기관에서 네 가지 독립 요인이 학생들의 e-러닝 시스템　 만족도와 사용　의도에 영향을 미치는지를 검증하기　위해　UTAUT와 IS 성공 모델을　통합한　새로운　연구모형을 제안했다. 연구모델에　입각하여　설문지를　작성하고　르완다 대학교와 개신교 사회과학원 학생들의　설문조사를 통해 최종적으로 206개의　실증적 데이터가 수집되었다.　분석 결과에 따르면 사회적 영향을 제외한　성과기대,　노력기대, 촉진 조건　등　３개　요인은　 e-러닝 시스템에 대한　학생들의 만족도 및 사용 의향에 유의한 영향을 미쳤다.　본 연구는 대학 관리자가 학생들의 e-러닝 채택 및 사용에 영향을 미치는 핵심요인들을 이해하고,　이들 연구결과를 르완다 고등교육기관의 e-러 닝 프로젝트 설계　및 추진 계획 수립에 반영할　수　있다． 궁극적으로는　르완다　정부가　학생　니즈 중심으로　올바른　e-러닝　교육정책 을　수립하고 적절한 자원 배분을 계획하는 데 기여할 수 있다

This study aims to explore key factors which influence user’s decision-making on the adoption of e-learning. We integrated UTAUT and Information Success Models to test that four independent factors affect student satisfaction to use e-learning in Rwanda‘s higher education.　Data was collected by surveying students of University of Rwanda and Protestant Institute of Social Sciences (n=206). The analysis results showed that performance expectancy, facilitating conditions and effort expectancy except for social influence have a significant effect on students’ satisfaction. This can help university administrators understand the factors that influence students’ adoption of e-learning and incorporate these results into Rwanda's e-learning design and implementation. In final, Rwanda’s government can contribute to establishing the e-learning policy and allocating its relevant resources centered on student needs.

The current study employs a cross-sectional survey to investigate whether Chinese university students were fully e-ready after three years of full-scale online English instruction and their willingness to continue this mode in the post-pandemic era. It also explores the potential mediating roles of foreign language enjoyment (FLE) and burnout in shaping the relationship between readiness and continuance intention in the EFL online setting. A total of 447 Chinese university students participated in the questionnaire survey and data were analyzed using SPSS 26 and structural equation modeling with Amos 26. The main findings revealed that Chinese students rated their readiness and intention to continue learning English online similarly at a moderate level. Students’ readiness was positively linked to FLE and continuance intention and negatively linked to burnout. However, the correlation between burnout and continuance intention was statistically insignificant and negative. Additionally, FLE mediated the relationship between readiness and continuance intention, while burnout showed no mediating effect. This study suggests prioritizing pedagogical design, enhancing students’ experience of FLE, and regularly updating professional development programs for improved teaching with technology, ultimately facilitating greater L2 achievement and well-being.

本研究采用横断面调查的方法，探讨中国大学生在经过三年的全面线上英语教学后是否已做好 充分的线上学习准备，以及他们是否愿意在后疫情时代继续这种教学模式。本研究还探讨了外 语愉悦（FLE）和外语倦怠在学生线上学习准备度与继续学习意愿之间关系的潜在中介作用。 共有 447 名中国大学生参与了问卷调查，数据采用 SPSS 26 和 Amos 26 结构方程模型进行分析。 主要研究结果显示，中国学生对线上英语学习的准备度和继续学习意愿类似，均处于中等水平。 学生准备度与外语愉悦和继续学习意愿呈正相关，与外语倦怠呈负相关。然而，外语倦怠与线 上继续学习意愿之间的相关性在统计上并不显著，而且是负相关。此外，外语愉悦在线上学习 准备度和继续学习意愿之间起到了中介作用，而外语学习倦怠则没有起到中介作用。本研究建 议优先考虑教学设计，增强学生对外语愉悦的体验，并定期更新教师培训内容，辅助教师完善 线上教学，最终提升学生外语学业成绩及幸福感。

본 연구는 간호대학생의 Chat GPT 활용에 대한 지속사용 의도와 디지털 리터러시가 자기주도적 학습능 력에 미치는 영향을 파악하기 위해 수행된 서술적 조사연구이다. 연구대상은 U광역시 소재 대학교 간호학과 재학생 214명으로, 2025년 3월 17일부터 4월 7일까지 자가보고식 설문을 통해 자료를 수집하였 다. 자료는 SPSS 28.0 프로그램을 활용하여 기술통계, t검정, 일원분산분석, 상관분석, 다중회귀분석을 실시하였다. 분석 결과, 자기주도적 학습능력은 Chat GPT 지속사용 의도(r=.30, p<.001) 및 디지털 리터러 시(r=.52, p<.001)와 유의한 정적 상관을 나타냈다. 회귀분석 결과, 디지털 리터러시(β=.44, p<.001)와 컴퓨터 활용능력(β=.19, p=.017)이 자기주도적 학습능력에 유의한 영향을 미쳤으며, 설명력은 31.5%였 다. 본 연구는 간호교육에서 생성형 AI와 디지털 리터러시의 교육적 가능성을 확인하고, 자기주도적 학습능력 향상을 위한 기초자료를 제공한다는 점에서 의의가 있다.

This descriptive study aimed to examine the effects of Chat GPT usage intention and digital literacy on self-directed learning ability among nursing students. A total of 214 students from a nursing department in U metropolitan City participated in a self-administered survey conducted between March 17 and April 7, 2025. The data were analyzed using SPSS 28.0 for descriptive statistics, t-test, one-way ANOVA, correlation, and multiple regression analysis, self-directed learning ability showed significant positive correlations with Chat GPT usage intention (r=.30, p<.001) and digital literacy (r=.52, p<.001). Multiple regression analysis identified digital literacy (β=.44, p<.001) and computer proficiency (β=.19, p<.001) as significant predictors, explaining 31.5 % of the variance. These findings highlight the educational potential of generative AI and the importance of digital literacy in enhancing self-directed learning in nursing education.

Understanding an accurate trip demand by purpose is crucial for short-term regional planning but also long-term regional planning. In traditional approach, information of purpose-oriented trip demand has been derived from public survey in South Korea such as Travel Diary Survey. This type of data acquiring method maybe useful in a sense that it can capture a meaningful sample regarding to entire country, meanwhile it costs a tremendous amount of budget and time. In this research, we want to offer a novel framework for estimating purposeoriented trip demand with dynamic and effective fashions using data fusion in conjunction with Machine learning techniques. With primary results of this concept, this study showed how several state-of-the-art algorithms, including Deep neural network, UMAP, and random forest in conjunction with Genetic algorithm and Tabu-search for optimization, can contribute to this framework. Although tangible results are yet to come, we expect this framework can contribute to resilience planning such as COVID-19.

인터넷의 발전에 힘입어 다양한 형태의 웹서비스가 출현하고 있다. 특히, 대학에서 e-러닝 서비스는 시간적, 공간적 제약의 한계를 극복해 주고, 여러 가지 편리성과 유용성을 제공해 학생들에게 큰 인기를 얻고 있다. e-러닝 확산에 힘입어 e-러닝 수용 연구는 매우 활발하게 이루어졌다. 많은 연구들은 기술수용모델 연구를 응용해 e-러닝 확산방안을 제시하고 있다. 이러한 연구들의 e-러닝의 이용 용이성과 유용성에 중점을 맞추고 있다. 그렇기 때문에 e-러닝의 핵심이 되는 교육 컨텐츠 측면에서의 e-러닝 활성화를 위한 설명이 미약한 측면이 존재한다. 이에 본 연구에서는 e-러닝 수용에 있어 e-러닝 컨텐츠 품질과 e-러닝 신뢰 측면에서의 접근을 통해 e-러닝 수용 확산 방안을 제시하였다. 본 연구 결과는 대학 당국에 e-러닝 수용 확산에 있어 컨텐츠 측면에서의 전략 수립에 유용한 시사점을 제공해 줄 것이다.

A variety of Web Services are being existences based on the development of the Internet. Especially, e-Learning services in the Universities make the temporal and spatial constraints overcome, and e-Learning services have gained great popularity to the students who use because those provide various convenience and usefulness. e-Learning studies have been actively performed based on the spread of e-Learning in the various industries. A number of studies suggest the diffusion plan of e-Learning applying the Technology Acceptance Model studies. Those studies focused on the ease of use and usefulness of e-Learning. The explanation about educational contents perspectives, which is the key factor in e-Learning, is very weak. Therefore, this study suggested the strategy for spreading the e-Learning adoption through in terms of e-Learning educational contents and trust perspectives. This research results would provide the strategic implications to boost the e-Learning adoption in the various universities in terms of e-Learning educational contents and trust perspectives.

본 연구는 회계 학습에서 비대면 교육 서비스의 인지된 용이성, 인지된 유용성, 만족도, 그리고 지속 사용 의도 간의 관계를 조사하였다. COVID-19 팬데믹으로 인해 비대면 교 육의 중요성이 급격히 증가하면서 이러한 요인들을 이해하고 교육 서비스의 질을 향상시 키기 위한 필요성이 높아졌다. 본 연구는 이러한 배경에서 비대면 회계 교육 서비스의 효 과성을 분석하는 것을 목적으로 한다. 다음으로 본 연구의 연구방법으로는 비대면 회계 교육 서비스를 경험한 476명의 대학 생들을 대상으로 구조방정식 모델(SEM)을 사용하여 데이터를 분석하였다. 연구 변수로는 인지된 용이성, 인지된 유용성, 만족도, 지속사용의도가 포함되었으며, 이들 변수 간의 관 계를 규명하고자 하였다. 이에 연구 결과, 사용 용이성 인식은 유용성 인식에 긍정적인 영향을 미쳤으며, 이는 사용자 만족도에 유의미한 영향을 미치는 것으로 나타났다. 또한, 사용 용이성과 유용성 인식은 모두 학생들의 비대면 교육 서비스에 대한 만족도와 직접적으로 관련이 있는 것 으로 확인되었다. 더 나아가, 높은 만족도는 이러한 교육 서비스를 지속적으로 사용하려 는 강한 의도로 이어짐을 입증하였다. 끝으로, 본 연구 결과는 비대면 교육 서비스의 사용 용이성과 유용성을 향상시키는 것 이 학생 만족도를 높이고 지속적인 사용을 장려하는 데 중요하다는 것을 시사한다. 따라 서 교육 서비스 제공자들은 사용자 친화적인 인터페이스 개발, 고품질의 교육 콘텐츠 제 공, 효과적인 지원 시스템 구축에 집중해야 한다. 이는 전체 학습 경험을 향상시키고 비 대면 교육 서비스의 장기적인 성공을 보장하는 데 필수적이다.

This study investigates the relationship between perceived ease of use, perceived usefulness, satisfaction, and the intention to continue using non-face-to-face educational services in accounting learning. The significance of understanding these factors has grown due to the increased reliance on contactless education services following the COVID-19 pandemic. The study aims to provide insights that can help improve the quality and effectiveness of these educational services. Next, the research involved the analysis of data collected from 476 university students who had experience using non-face-to-face accounting education services. A Structural Equation Model (SEM) was employed to examine the relationships between the variables of interest, namely perceived ease of use, perceived usefulness, satisfaction, and intention to continue use. As a result, the study's findings indicate that perceived ease of use has a positive influence on perceived usefulness, which significantly impacts user satisfaction. Furthermore, both perceived ease of use and perceived usefulness are directly related to the students' satisfaction with the contactless educational services. High levels of satisfaction were also shown to strongly predict the intention to continue using these educational services. Finally, these results suggest that improving the perceived ease of use and usefulness of contactless education services is crucial for enhancing student satisfaction and promoting continued use. Educational service providers should focus on creating user-friendly interfaces, providing high-quality educational content, and implementing effective support systems. These efforts are essential for improving the overall learning experience and ensuring the long-term success of non-face-to-face educational services.

ERP교육을 받은 4년제 대학생을 중심으로 학습자의 심리적 상태를 면밀하게 분석하고 이를 이 용하여 학습자의 학습의도를 높이고 ERP 교육에 대한 수용과 그 성과를 측정하였다. ERP 교육의 수용성과를 측정하기 위해 계획행동이론(TPB: Theory of Planned Behavior)을 기반으로 인지유형 을 포함하여 연구모형을 설정하였다. 2012년 11월부터 12월까지 경기권과 강원권 4년제 대학의 ERP 학습대상자 71명의 자료를 가지 고 AMOS21 프로그램을 이용하여 연구모형의 적합성 및 공분산 구조분석으로 가설 검증을 실시하 였다. 연구결과, ERP 교육의 중요성 및 필요성을 인식하는 ERP 학습에 대한 긍정적 태도는 ERP 수 업을 진행 할 때 주관적 규범-CLP(수업 담당 교수, 동료 학습자)의 관계에 긍정적 영향을 주는 것 으로 나타났다 또한, ERP학습태도와 ERP 수업 수강 전에 가지고 있는 관련 전공 지식인 지각된 행동통제, 분 석적 인지 유형이 ERP의 학습의도를 향상시키는 것으로 나타났다. 이러한 ERP 학습의도의 향상은 실제 행동 결과인 학습성과(학점)에도 긍정적인 영향을 주었다. 본 논문은 인지유형에 따라 ERP 학습의도에 어떠한 영향을 주는지를 연구하였는데, 분석적 학습유형이 ERP 학습태도, ERP의 학습의도에 긍정적 영향을 주는 것으로 분석되었다. 많은 기업에서 ERP를 사용하고 있으나 아직까지 ERP교육에 대한 많은 연구가 이루어 지지 않고 있다. 본 논문에서는 ERP 교육의 활성화를 위해 ERP 학습자의 학습의도를 높이기 위한 연구를 하였고, 향후 본 연구의 한계점을 보완하여 지속적인 연구가 이루어 진다면 ERP 교육의 활성화에 기여할 것으로 생각한다.

Detailed analysis was undertaken on the psychological state of four-year-course college students that have received ERP education and used such analysis results to increase the students' intentions to learn and measured their acceptance of ERP education and the results thereof. A study model was established by including a cognitive type to the foundation of the theory of planned behavior in order to measure the acceptance results regarding ERP education. A hypothesis testing method was conducted by conducting a covariance structural analysis and the suitability of the study model was analyzed by using the AMOS21 program with data acquired from 71 ERP learners from four-year-course colleges in the Gyeonggi-do and Gangwon-do region during the period between November 2012 and December 2012. The study results showed that positive attitudes towards ERP studies, which recognized the importance and necessity of ERP education, had a positive effect on the subjective norm-CLP (course professor, fellow students) relationship during ERP classes. Furthermore, the results showed that ERP learning attitudes, perceived behavioral control that are knowledge relevant to the major studies acquired prior to the ERP class and analytical cognitive types increased intentions to learn ERP. Such increase in intentions to learn ERP also had a positive effect on learning outcomes (grades) that were the actual results of the behavior. This paper examines how different cognitive types influence intentions to learn ERP. The analysis results showed that analytical cognitive types had a positive effect on ERP learning attitudes and intentions to learn ERP. Many companies utilize ERP. However, so far, there have not been many studies on ERP education. This paper was undertaken to increase ERP learners' intentions to learn for the wide utilization of ERP education. If limitations of this study are later supplemented and relevant studies are continued, it is believed that it will contribute to the stimulation and promotion of ERP education.

본 연구에서는 직장인들의 업무관련 학습의도를 높이는 변인들을 확인하고 변인들 간 관계를 통합적으로 탐색하고자 하였다. 이에 따라 개인의 자기주도성과 업무관련 학습의도의 관계에서 정서적 몰입의 매개효과와 조직지원인식의 조절효과를 포함하는 조절된 매개효과를 확인하였다. 본 연구에서는 대기업, 중소기업, 외국계 기업에 근무하는 정규직 종사자 336명을 대상으로 자기주도성, 정서적 몰입, 조직지원인식, 업무관련 학습의도를 측정하는 설문을 실시하였으며, 이 중 불성실하게 응답하거나 일부 문항에 응답하지 않은 25명을 제외한 311명(남 148명, 여 163명)의 데이터를 분석에 사용하였다. SPSS 21.0과 SPSS Macro PROCESS를 사용하여 조절된 매개모형을 확인하였으며, 조절된 매개모형은 매개효과와 조절효과가 모두 포함된 통합적 모형이므로 매개효과, 조절효과, 그리고 조절된 매개효과를 순차적으로 검증하였다. 연구 결과는 다음과 같다. 첫째, 자기주도성과 업무관련 학습의도의 관계에서 정서적 몰입의 매개효과가 검증되었다. 둘째, 자기주도성과 정서적 몰입의 관계를 조직지원인식이 조절하였다. 조직지원인식의 특정 값에 따른 분석 결과, 조직지원인식을 더 많이 하는 집단에서는 자기주도성이 높을수록 조직에 대한 정서적 몰입 수준이 증가하였다. 마지막으로 자기주도성이 정서적 몰입을 매개하여 업무관련 학습의도로 이어지는 경로에서 조직지원인식의 조절된 매개효과가 나타났으며, 이는 조직지원인식이 높은 집단에서만 유의미하였다. 연구 결과를 바탕으로 본 연구의 의의 및 개인과 조직의 측면에서 개입할 수 있는 시사점과 후속연구를 위한 제언을 논하였다.

The current study aimed to examine the relationship of antecedent variables of employees’ work-related learning intention. More specially, this study investigated the moderated mediating effect of perceived organizational support through affective commitment on the relation between self-directedness and work-related learning intention. To perform this study, online survey was conducted by Korean employees who were working in private enterprises. Total 311 data(men=148, women=163) were analyzed using SPSS 21.0 and SPSS Macro. A moderated mediation is an integrated model that combines mediation and moderation effect therefore we sequentially tested the effects of mediation, moderation and moderated mediation. The results of this study were as following. First, the mediation effect of affective commitment on the relation of self-directedness and work-related learning intention was verified. Second, perceived organizational support moderated the relation between self-directedness and affective commitment. Lastly, the moderated mediation effect of perceived organizational support on the relation between self-directedness and work-related learning intention through affective commitment was identified to be statistically significant at higher perceived organizational support group by using SPSS Macro. This study further expanded the understanding of the antecedent variables and its relationship on employees’ work-related learning intentions. Implications and limitations of this study as well as the suggestions for the future study were discussed.

Purpose: Thjs study aimed to examine the levels of learning immersion, learning satisfaction, and learning persistence intention among nursing students who experienced virtual reality childbirth education. In addition, the study aimed to identify the relationships among these variables and to determine the influence of learning immersion and learning satisfaction on learning persistence intention. Differences in learning immersion, learning satisfaction, and learning persistence intention according to the general characteristics of the nursing students were also examined. Methods: This descriptive correlational study was conducted with 174 nursing students who experienced virtual reality?based childbirth education. Data were collected to assess learning immersion, learning satisfaction, and learning persistence intention. Results: The mean score for learning immersion was 16.58±3.21 out of 20 points. The mean score for learning satisfaction was 12.07±2.71 out of 15 points, and the mean score for learning persistence intention was 15.71±3.73 out of 20 points. Learning immersion, learning satisfaction, and learning persistence intention showed statistically significant positive correlations with one another(p<.001). Multiple regression analysis revealed that learning satisfaction had a significant influence on nursing students’ learning persistence intention (β=0.97, t=13.49, p<.001). The regression model was statistically significant (F=447.39, p<.001), and the explanatory power was 84%. Conclusion: This findings suggest that nursing students' learning satisfaction with virtual reality?based childbirth education has a significant positive influence on their learning persistence intention.

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.

본 연구는 대학 성인학습자를 대상으로 긍정심리자본의 하위요인인 자기효능감, 낙관주의, 희망, 회복탄력성이 학습지속의향에 미치는 영향을 분석하고, 학습지향 동기의 매개적 역할을 중심으로 변수 간 구조적 관계를 검증하는 데 목적이 있다. 이를 위해 경남 지역 대학에 재학 중인 성인학습자 293명을 대상으로 설문조사를 실시하였으며, 수집된 자료는 구조방정식모형을 활용하여 분석하였다. 분석 결과, 자기효능감과 낙관주의는 학습지향 동기에 유의한 정(+)의 영향을 미쳤으며, 학습지향 동기는 학습지속의향에 유의한 정(+)의 영향을 미치는 것으로 나타났다. 반면 희망과 회복탄력성은 학습지향 동기에 유의한 영향을 미치지 않았고, 긍정심리자본 하위요인의 학습지속의향에 대한 직접효과 역시 유의하지 않은 것으로 확인되었다. 또한 매개효과 분석 결과, 자기효능감과 낙관주의는 학습지향 동기를 매개로 학습지속의향에 간접적인 영향을 미치는 것으로 나타났다. 이는 성인학습자의 학습지속의향이 긍정심리자본 자체보다 학습지향 동기를 통한 동기 형성 과정과 밀접하게 관련됨을 시사한다. 본 연구는 긍정심리자본을 하위요인 수준에서 분석하고 학습지향 동기의 매개적 역할을 구조적으로 검증하였다는 점에서 학술적 의의를 가지며, 성인학습자의 학습지속의향 제고를 위한 동기 중심 교육 전략 수립에 실천적 시사점을 제공한다.

This study examines the effects of subdimensions of positive psychological capital—self-efficacy, optimism, hope, and resilience—on learning continuance intention among adult university learners, with a focus on the mediating role of learning-oriented motivation. Data were collected from 293 adult learners in Gyeongnam Province, South Korea, and analyzed using structural equation modeling. The results show that self-efficacy and optimism significantly influence learning-oriented motivation, which in turn positively affects learning continuance intention. In contrast, hope and resilience do not have significant effects, and no direct effects of the subdimensions on learning continuance intention are found. Mediation analysis indicates that self-efficacy and optimism indirectly affect learning continuance intention through learning-oriented motivation. These findings suggest that learning continuance intention is more strongly associated with motivation formation than with positive psychological capital itself. The study provides implications for designing motivation-centered educational strategies for adult learners.

This study attempted to unveil structural relationships among learners’ mindset, learning flow and intention to continue learning and help beauty service learners have a desirable perception. For this, a self-administered questionnaire survey was performed against a total of 320 adult beauty service learners in their 20-50s in Busan from July 18 to 25, 2022. They voluntarily participated in the survey with an understanding of its purposes. Effective samples were collected and analyzed by SPSS 25.0, and the results found the followings: First, no significant learning flow was found in beauty service learners with a fixed mindset while high learning flow was observed in those with a growth mindset. Second, an intention to continue learning wasn’t found in beauty service learners with a fixed mindset while an intention to continue learning was observed among those with a growth mindset. Third, both cognitive commitment and affective commitment revealed an intention to continue learning. The above results show that those with a growth mindset are committed to learning for their continuous growth and development and disclose their will to continue learning. In contrast, those with a fixed mindset are aware of their limit and reveal passive learning commitment, losing their intention to continue learning. It is anticipated that the study results provide an implication which is needed to help beauty service learners find a way to improve a growth mindset.

本研究旨在于阐明学习者的思维观念 , 学习投入 , 学习持续意图之间的结构关系 , 了解各项 特征的影响力 , 并为增进美容学习者的正向认识做出贡献􀕶本研究实施时间为2022年7月18日 至7月25日 , 研究对象为釜山地区20~50岁以上的320名成人美容学习者 , 问卷调查方法以能够 理解研究情况 , 并自愿参与的研究对象自我填写的方式进行􀕶研究仅针对可分析的有效样 品 , 通过SPSS 25.0程序进行了电算处理􀕶其结为如下􎩁第一 , 拥有固定思维的美容学习者对 学习投入并未产生太大影响 , 拥有成长性思维的美容学习者表现出较高的学习投入􀕶第二 , 学习持续意图也呈现出类似结果 , 拥有固定思维的美容学习者未呈现持续学习持续意图 , 拥 有成长性思维的美容学习者表现出持续学习持续意图􀕶第三 , 美容学习者的认知投入和正义 投入都延续为学习持续意图􀕶上述结果表明 , 越是拥有成长性思维的人 , 越会为了不断成长 和自我发展 , 通过更多的教育 , 学习 , 训练等投入到学习中 , 表现出持续学习的意志􎩂而越 是拥有固定思维观念的人 , 越会给自己能力设限 , 引起消极的学习投入 , 甚至会丧失持续学 习的意志.

Recently, there have been many efforts to develop new compounds having skin whitening effects from natural products. The aim of this study was to assess the availability of Asterubine extracted from Asterias amurensis as a skin whitener through the evaluation of the inhibitory effects of melanogenesis in B16F1 melanoma cells. B16F1 cells were treated with Asterubine extracted from Asterias amurensis (10, 100 and 1,000 μM/mL, respectively) and incubated for 72 hours. B16F1 cells were treated with Asterubine (10, 100 and 1,000 μM/mL, respectively) and α-melanocyte stimulating hormone (α-MSH), simultaneously, and incubated for 72 hours. Content of melanin synthesis and tyrosinase activity were determined. The expressions of tyrosinase was measured by Western blot analysis. Treatment with 100 and 1,000 μM/mL Asterubine significantly decreased tyrosinase activity by 11.4% and 27.7%, respectively, compared to Asterubine non-treated group (p<0.05). Treatment with 1,000 μM/mL Asterubine significantly decreased melanin synthesis by 26.5%, compared to α-MSH alone group (p<0.05). Asterubine significantly inhibited expressions of tyrosinase induced by α-MSH. In conclusion, these findings indicate that Asterubine extracted from Asterias amurensis, which inhibits melanin synthesis and tyrosinase expression, is an effective skin whitening agent.

본 연구에서는 어휘적 제약인 상호배타성 가정과 화용적으로 사용되는 의도의 역할을 한국어 단어의미추론에서 밝혀 보고자 세 개의 실험을 실시하였다. 각 실험에서는 의도 없는 조건, 분명한 의도조건, 애매한 의도 조건에서 아동의 반응을 비교하였다. 각 실험은 지시되는 대상이 인공물(실험1), 동물(실험2), 사람(실험3)이란 점에서 구별되고 다른 실험 절차는 동일하였다. 세 개의 실험 결과를 요약하면, 의도 없는 조건에서 아동들은 상호배타성 제약을 준수하였지만 분명한 의도가 있었을 때에는 상호배타성 제약을 무시하고 의도에 근거하여 단어의미를 추론하는 경향을 보여주었다. 사람 자극이 사용된 의도 조건에서 새로운 이름에 대해 이름 붙여진 친숙한 자극만을 선택한 비율이 높았는데 이것은 사람이 의도성을 가진다는 특성을 고려하여 고유명사로 이해한 결과로 해석할 수 있을 것이다. 이러한 결과들은 상호배타성 제약이 의도와 같은 화용적 단서에 의해 적용이 보류될 수는 있지만, Bloom 등의 주장처럼 화용적 제약으로 환원된다고 보기는 어렵다는 것을 보여준다. 또한 지시되는 대상이 의도성을 가지고 있느냐에 따라 상호배타성이 극복되는 방식이 다르다는 점은 이러한 어휘적 제약이 마음이론과 상호 작용할 가능성을 시사해준다.

This study purposed to examine the role of mutual exclusivity constraint versus pragmatic intention in inferring the meaning of Korean words. Three experiments were conducted. Experiment 1 addressed the issue by using the pictures of artifacts. Forty eight children whose age ranges from 3;0 to 3;11(M=3;7) were equally allocated to three conditions, i. e., an unintended condition, an explicitly intended condition, and an implicitly intended condition. The results showed that the mutual exclusivity of object labels were preserved in the unintended condition, while being overridden by the pragmatic intention in the explicitly intended condition. The procedure of experiment 2 was the same as that of experiment 1, except using the pictures of animals. Forty eight children whose age ranges from 2;11 to 4;0 (M=3;7) participated. The results replicated the findings of experiment 1 with respect to the role of mutual exclusivity vs. intention in word learning. In addition, children showed the tendency of understanding the novel words as category names in the explicitly intended condition. The procedure of experiment 3 was the same as that of the previous experiments, except using the pictures of human beings. Forty eight children whose age ranges from 3;0 to 4;1 (M=3;8) participated. The results in general replicated the previous findings with respect to the role of mutual exclusivity vs. intention in word learning. In addition, children showed the tendency of understanding the novel word as a proper name in the explicitly intended condition. Summing up, the mutual exclusivity constraint could play a role in Korean word learning, but it could be overcome when being faced with the conflicted pragmatic intention. Moreover, children might treat a novel word as a proper name so as to override the mutual exclusivity of objects when they were attributed to intentionality.

이 연구의 목적은 SW교육에 참가하는 학생들의 학습 지속의도에 미치는 변인을 규명하는 것이었다. 이를 위 해 기술수용모형에 기반하고 IT 도입 관련 기존 연구를 참고하여 주관적 규범, 활동촉진조건, 프로그래밍 관련 자기효능감, 지각된 용이성, 지각된 유용성을 요인으로 설정하고, 이 요인과 학습 지속의도 간의 구조적 인과관 계를 규명하려 하였다. 연구 대상은 SW교육에 참가하는 초등학생 총 204명 대상이며, 1달간 웹 설문조사를 실 시하였다. 이 연구에서 설정한 8개의 가설 중 ‘주관적 규범은 지각된 용이성에 정(+)의 영향을 미칠 것이다.’와 ‘지각된 용이성은 학습지속의도에 정(+)의 영향을 미칠 것이다.’ 라는 2개의 가설은 기각되었다. 연구 결과 특징 적인 점으로는 첫째, 지각된 용이성은 학습 지속의도에 직접적인 영향을 주지 않고 지각된 유용성을 매개로 간 접적으로 영향을 주는 것으로 나타났다. 둘째, 학습 지속의도를 높이기 위해서는 직접적인 설명력이 가장 큰 요 인은 프로그래밍 관련 자기효능감으로 나타났다. 이 연구 결과를 토대로 초등학생 SW교육의 효율적 지원을 위 해서는 SW교육의 유용성과 학생들의 프로그래밍 자기효능감을 향상시키는 것이 중요하다는 것을 알 수 있었다.

The purpose of this study was to identify the variables that influence the intention of students to continue participating in SW education. Based on the TAM and reference to existing research on IT introduction, subjective norms, activity promotion conditions, programming related self-efficacy, perceived easy of use, and perceived usefulness were set as factors. We also tried to identify the structural causality between these factors and the intention to continue learning. The samples of this study were 204 elementary students participating in SW education. We collected our data by conducting web survey with these students for 1 month. Among the eight hypotheses set out in this study, the two hypotheses 'subjective norms will have a positive (+) effect on perceived ease of use' and 'perceived ease of use will have a positive (+) effect on Learning continuation intention’ were rejected. The characteristics of the results are as follows. First, perceived ease of use indirectly influences learning intention through mediation of perceived usefulness. Second, in order to increase the intention of continuing learning, programming self-efficacy proved to be the most significant factor. The results of this study suggest that the usefulness of SW education and the programming self-efficacy of students should be improved for effective support of elementary school students' SW education.