Earticle

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.

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.

본 연구는 실용음악 학습 맥락에서 공연 참여 경험이 갖는 교육적 의미에 주목하여, 실용음악 공연 참여빈도가 학습자의 정서적 안녕감과 학습지속의도에 미치는 영향을 실증적으로 규명하고, 이들 간의 관계에서 정서적 안녕감이 수행하는 매개적 역할을 검증하는 데 목적이 있다. 이를 위해 실용음악 전공자 및 실용음악 학습 경험이 있는 학습자를 대상으로 설문조사를 실시하였으며, 수집된 자료는 구조방정식 모형 분석을 통해 가설을 검증하였다. 공연 참여빈도와 학습지속의도간의 인과 경로를 보다 엄밀하게 검증하기 위해 매개효과 분석과 부트스트래핑 기법을 병행하여 분석의 신뢰성을 확보하였다. 연구 결과, 실용음악 공연 참여빈도는 학습자의 긍정 정서와 부정 정서(역코딩)에 모두 정(+)적인 영향을 미치는 것으로 나타나, 공연 참여가 학습자의 전반적인 정서적 안녕 수준을 향상시키는 데 중요한 역할을 수행함을 확인하였다. 또한 긍정 정서와 부정 정서(역코딩)는 학습지속의도에 정(+)적인 영향을 미쳤으며, 공연 참여빈도 역시 학습지속의도에 직접적인 영향을 미치는 것으로 나타났다. 이는 실용음악 공연 참여가 단순한 여가 활동이나 감상 경험을 넘어, 학습자가 학습을 지속하려는 의지를 형성하는 데 있어 중요한 선행 요인으로 작용함을 의미한다. 매개효과 분석 결과, 정서적 안녕감은 공연 참여빈도와 학습지속의도 간의 관계에서 부분 매개 역할을 수행하는 것으로 확인되었으며, 부트스트래핑 분석을 통해 간접효과의 유의성이 재확인되었다. 이는 공연 참여가 학습지속의도에 미치는 영향이 직접적 경로뿐만 아니라, 정서적 안녕감이라는 심리적 기제를 통해 간접적으로도 작동함을 시사한다. 이러한 연구 결과는 실용음악 교육 및 예술교육 전반에 중요한 시사점을 제공한다. 특히 공연 참여 경험을 학습자의 정서적 안녕과 학습 지속을 촉진하는 핵심 교육 자원으로 인식할 필요성을 제기하며, 향후 실용음악 교육 과정 설계 시 공연 관람 및 체험 활동을 정서 중심의 학습 전략으로 체계화할 필요성을 시사한다.

This study aims to empirically examine the effects of participation frequency in popular music performances on learners’ emotional well-being and learning persistence intention within the context of popular music education, as well as to investigate the mediating role of emotional well-being in the relationship between these variables. To this end, a survey was conducted with learners majoring in popular music or those with experience in popular music learning. The collected data were analyzed using structural equation modeling to test the proposed hypotheses. In addition, mediation analysis and bootstrapping techniques were employed to rigorously examine the causal pathways between performance participation frequency and learning persistence intention, ensuring the robustness of the analytical results. The findings revealed that participation frequency in popular music performances had significant positive effects on both positive affect and reverse-coded negative affect, indicating that performance participation plays a crucial role in enhancing learners’ overall emotional well-being. Furthermore, both positive affect and reverse-coded negative affect were found to have significant positive effects on learning persistence intention, and performance participation frequency also exerted a direct influence on learning persistence intention. These results suggest that participation in popular music performances functions not merely as a leisure or viewing activity, but as a critical antecedent in fostering learners’ intention to persist in learning. Moreover, the mediation analysis demonstrated that emotional well-being partially mediated the relationship between performance participation frequency and learning persistence intention, and the statistical significance of the indirect effect was further confirmed through bootstrapping analysis.

본 논문은 대학생의 메타버스 인식 및 활용 가능성과 학습지속 간의 구조적 관계를 알아보고, 메타버스 교육 의향 여부에 따른 다집단 분석을 하는데 목적이 있다. 이를 위해 4년제 대학에 재학 중인 191명을 대상으로 연구를 진행하였다. SPSS 23.0과 AMOS 23.0을 이용하여 구조방정식과 다중집단 분석을 통해 규명하였다. 주요 결과는 다음과 같다. 첫째, 메타버스 인식 및 활용 가능성과 학습지속 간의 정적 상관관계가 나타났다. 둘째, 메타 버스 인식이 학습지속에는 직접적으로 영향을 주진 않지만, 메타버스 활용 가능성에 영향을 주어 완전매개효과가 검증되었다. 셋째, 메타버스 교육 의향이 없는 재학생이 있는 재학생에 비해 ‘메타버스 인식’이 ‘메타버스 활용 가 능성’에 영향을 주는 경로에서 더 많은 영향을 주는 것으로 나타났다. 본 연구결과를 통해 4차 산업혁명 시대 학 습권을 보장하기 위한 방안으로 메타버스 활용 측면에서 제안하였다.

This study aims to examine the structural relationship between university students' perception of the metaverse, the potential for metaverse utilization, and learning persistence, and to conduct a multi-group analysis based on whether they intend to use the metaverse in education. The study was conducted with 191 students enrolled in four-year universities. Structural equation modeling and multi-group analysis were performed using SPSS 23.0 and AMOS 23.0 to identify the relationships. The key findings are as follows. First, a positive correlation was found between perception of the metaverse, potential for metaverse utilization, and metaverse learning persistence. Second, while the perception of the metaverse does not directly impact metaverse learning persistence, it influences the potential for metaverse utilization, demonstrating a full mediation effect. Third, university students without an intention to use the metaverse in education were found to experience a stronger impact of the "perception of the metaverse" on the "potential for metaverse utilization" compared to those with such an intention. Based on the findings of this study, a proposal is made for utilizing the metaverse as a means to ensure learning rights in the era of the Fourth Industrial Revolution.

본 연구는 교육대학원생들을 대상으로 비대면 온라인 수업에 관한 주관적 만족도, 학습지속의향 추천 의향의 관 계와 이에 영향을 미치는 예측 요인들을 실증적 검증하였다. 이에 서울권에 위치하고 있는 E모 대학교의 교육전문 대학원생을 대상으로(N=417) 설문조사를 실시하였다. 연구 결과 첫째, 교육대학원생의 비대면 수업 학습 만족도에 영향을 미치는 요인은 사회적 현존감, 인지된 유용성, 정보시스템품질로 나타났다. 둘째, 학습지속의향에 영향을 미 치는 요인으로는 인지된 유용성과 사회적 현존감으로 나타났고 인지된 유용성의 영향력이 매우 컸다. 그리고 교육 대학원 학습자의 주관적인 만족도는 학습지속의향에 유의한 영향을 미치지 않아, 만족스러운 태도를 형성한다고 해서 학습지속의향이란 행동으로까지 연결되지는 않음을 검증하였다. 마지막으로 학습만족도는 타인 추천 의향에 긍정적인 영향을 또한 학습지속의향 역시 타인 추천 의향에 긍정적 영향을 미쳤으나, 주목할 점으로 학습만족도가 타인 추천 의향에 미치는 영향력이 상대적으로 매우 컸다는 점이다. 이는 교육대학원 학습자 개인이 인식하는 비 대면 온라인 수업에 대한 주관적 태도인 만족도가 최종적으로 타인에게 교육대학원을 추천하는 중요한 역할을 수 행한다고 볼 수 있다. 본 연구는 교육대학원생들의 온라인 수업에 대한 전반적 인식을 살펴보았고, 향후 본 연구 의 결과가 실제 반영되어 비대면 온라인 수업 커리큘럼과 콘텐츠 구성의 기초 자료로서 실무적 의의를 지닌다.

As a result of the this exploratory study the main results show that the factors affecting the satisfaction of non-face-to-face class learning of graduate students in Education were social presence, perceived easy to use, and information service quality. Secondly, the factors affecting the learning persistence were perceived usefulness and social presence, but perceived usefulness's influence was relatively small. Next, it was found that the subjective satisfaction of graduate students of education did not significantly affect their intention to continue learning persistence. Lastly, learning satisfaction and learning persistence had a positive effect on the intention to recommend to others. Through the this empirical analysitics study it demonstrate the factors such as attitudes, feelings, and friendliness toward non-face-to-face online classes perceived by graduate students in Education.

This is a descriptive investigative study which attempts to confirm the mediating effect of learning motivation in the relationship between self-directed learning, learning commitment, and learning persistence intention of university students in an online learning environment. The questionnaires were randomly distributed online and the agreed questionnaires were retrieved, with a total of 338 copies used for analysis. The following is the summary of the findings. First, there were significant differences in learning persistence intention according to general characteristics depending on age, major, part-time job, and academic level. Second, the results showed a positive correlation between self-directed learning, learning commitment, learning motivation, and learning persistence intentions of the subjects were statistically significant. Third, after checking the mediating effect of learning motivation in relation to self-directed learning, learning commitment and learning motivation, the learning motivation has a partial mediating effect on learning and 23% explanatory power, and the learning commitment was found to have a complete mediating effect on the impact of learning motivation on learning intentions with 21% explanatory power. Based on these results, it is necessary to provide a more diverse educational environment, such as operating a motivation semester program that can improve learning motivations along with learning commitment, and the use of a variety of contents that can focus the learner’s interest or attention.

연구목적: 본 연구에서는 사이버대학의 물류 교과목을 대상으로 정보 정확성, 정보 유용성, 정보 이해성 및 구성 유형성과 같은 e-learning 교육서비스품질, 학습참여, 학업성취도 및 학업지속의향의 관계를 확인하고, 그에 대한 전략적 시사점을 제시하고자 하였다. 논문구성/논리: 본 연구는 사이버대학의 e-learning 물류교육에서 서비스품질, 학습참여, 학업성취도 및 학업지속의향의 구조적 관계를 살펴보고자 하였다. 사이버대학의 e-learning과 온라인 교육의 서비스품질, 학습참여 또는 수업참여, 학업성취도 및 학업지속의향 또는 중도포기 등과 관련 선행연구를 토대로 연구모형과 연구가설을 설정하였다. 그리고 실증분석을 위하여 요인분석, 신뢰성분석, 상관분석 및 회귀분석을 실시하였다. 결과: e-learning 물류교육의 서비스품질 중 정보 이해성과 구성 유형성은 학습참여에 유의한 영향을 미쳤으나 정보 정확성과 정보 유용성은 그렇지 못하였다. 또한 학업성취도에는 정보 정확성과 구성 유형성이 유의한 영향을 미치는 것으로 확인되었다. 그리고 학습참여는 학업성취도에 유의한 영향을 미치며, 학업지속의향에는 학습참여와 학업성취도가 모두 긍정적인 영향을 미치는 것으로 나타났다. 독창성/가치: 사이버대학의 물류교육을 대상으로 학습자들이 지속적으로 학업에 참여하고 학업성취도를 향상시켜 중도에 학업을 포기하지 않고 지속할 수 있는 물류교육 서비스품질 요인을 제시하였다. 물류 학습자의 성공적 학습을 위해 사이버대학의 e-learning에서 고려되어야 할 교육서비스품질 요인과 교육서비스품질 향상을 위한 전략적 시사점을 제시하였다.

Purpose: The purpose of this study is to identify the relationship between service quality, learning participation, learning performance, and learning persistence intention (such as reliability, usefulness, understandability, and usability ) for logistics subjects of a cyber university. Composition/Logic: This study investigates the structural relationship between service quality, learning participation, learning performance, and learning persistence intention for e-learning logistics education in cyber university. The research model and the research hypothesis were set up based on prior studies of the cyber university e-learning and online education service quality, participation in learning or teaching, academic achievement, and intention to continue or abandon studies. Factor analysis, reliability analysis, correlation analysis, and regression analysis were performed as empirical analyses. Findings: Only two variables (understandability and usability for service quality) of the e-learning logistics education are significant for learning participation. Another two variables (reliability and usability) affect academic achievement. Additionally, the learning participation significantly affected the academic achievement. Moreover, two variables (learning participation and academic achievement) also significantly affected learning persistence intention. Originality/Value: This study suggests factors of logistics education quality that enable the learner to continuously participate in the study and improve their learning performance in cyber university without the suspension of studies. In order to achieve successful learning for logistics learners, suggestions are given regarding the education service quality that should be considered in cyber university e-learning and strategic implications for improving the quality of education.

이 연구는 대학평생교육기관 학습자들의 학업지속의도에 영향을 미치는 관련 요인들의 영향 관계를 복합적이고 다각적인 분석결과를 토대로 규명하여 대학평생교육기관의 합리적인 운영과 발전에 도움을 주는 정보를 제공하고 이를 통한 건강한 성장과 대한민국의 평생교육에 기여하는데 그 목적이 있다. 대학평생교육기관 학습자를 대상으로 2022년 12월부터 2023년 3월에 걸쳐 설문조사를 진행하였으며, 최종 분석자료로 501부를 사용하였다. Windows SAS 9.4를 이용하여 상관분석과 공변량구조모형 분석은 LISREL 8.7을 사용하였다. 연구결과는 다음과 같다. 첫째, 대학평생교육기관 학습자의 학업지속의도에 대하여 학습성과, 교육기관서비스품질, 자아효능감이 유의하게 직접적인 영향을 미치는 것으로 나타났다. 학습만족도에 대하여 학습성과, 교육기관서비스품질, 자아효능감이 유의하게 직접적인 영향을 미치는 것으로 나타났다. 학습성과에 대하여 외생변수 모두 유의하게 영향을 미치는 것으로 분석되었다. 둘째, 학습참여동기, 교육기관서비스품질, 자아효능감은 학습만족도에 간접효과도 주는 것으로 나타나 유의하게 총 효과를 발생시키는 것으로 나타났다. 학습성과, 교육기관서비스품질, 자아효능감은 학업지속의도에 유의하게 총 효과를 발생시키는 것으로 나타났다. 이상 분석결과 평생교육 프로그램과 학습을 통한 자아효능감 강화방안과 차별화된 교육과 프로그램 운영이 되어야 학습만족도도 높이고 학업지속의도도 강화할 수 있을 것이다.

The purpose of this study is to investigate the influence relationship of related factors that affect the learning persistence intention of learners at university lifelong education institutions based on complex and multifaceted analysis results, provide information helpful to the reasonable operation and development of university lifelong education institutions and anticipate the healthy growth of university lifelong education institutions and to contribute to the further development of lifelong education in Korea based on this educational growth. A survey was conducted targeting learners at university lifelong education institutions from December 2022 to March 2023, and 501 copies were used as final analysis data. LISREL 8.7 was used for correlation analysis and covariance structure model analysis using Windows SAS 9.4. The research results are as follows. First, it was found that learning outcomes, educational institution service quality, and self-efficacy had a significant direct effect on the learning persistence intention of learners at university lifelong education institutions. Learning outcomes, educational institution service quality, and self-efficacy were found to have a significant direct effect on learning satisfaction. It was analyzed that all exogenous variables had a significant impact on learning outcomes. Second, learning participation motive, educational institution service quality, and self-efficacy were found to have indirect effects on learning satisfaction, producing a significant total effect. Learning outcomes, educational institution service quality, and self-efficacy were found to have a significant total effect on learning persistence intention. As a result of the above analysis, lifelong education programs that reflect the characteristics of future generations and measures to strengthen self-efficacy through learning and differentiated education and program operation will be required to increase learning satisfaction and strengthen the intention to continue studying.

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.

목적 본 연구의 목적은 대학에서 온라인 수업 유형에 따른 학습몰입, 수업유용성, 학습지속의향, 수업만족도 차이와 변인 간 관계를파악하고, 학습몰입과 수업유용성이 학습지속의향과 수업만족도에 미치는 영향을 분석하는 것이다. 방법 본 연구를 위해 2021년 12월 충남의 C 대학교에 재학 중인 남녀 대학생 300명을 대상으로 온라인 설문조사를 실시하였으며최종 279명의 자료를 사용하였다. SPSS 26.0 프로그램을 이용하여 기초통계분석, t 검증, Pearson 적률상관분석, 중다회귀분석과 측정도구 신뢰도 분석을 실시하였다. 결과 첫째, 동영상 제작 수업에 비해 실시간 화상 수업의 학습몰입, 수업유용성, 수업만족도가 더 높은 것으로 나타났으며, 학습지속의향은 온라인 수업 유형에 따른 유의미한 차이가 없었다. 둘째, 실시간 화상 수업과 동영상 제작 수업 둘 다 학습몰입과 수업유용성, 수업만족도 간에는 유의미한 정적 상관이 있었다. 셋째, 회귀분석 결과 학습지속의향에 영향을 미치는 요인은 실시간 화상 수업의경우 수업유용성과 인지적몰입, 동영상 제작 수업의 경우 수업유용성으로 나타났다. 또한 수업만족도에 영향을 미치는 요인은 실시간 화상 수업의 경우 인지적몰입과 정서적몰입, 동영상 제작 수업의 경우 수업유용성, 정서적몰입, 행동적몰입으로 나타났다. 결론 대학에서의 효과적인 온라인 수업 운영을 위해 수업 유형별 특징과 차이를 파악하고 학습몰입과 수업유용성을 높이는 교수설계가 필요하다.

Objectives The purpose of this study is to explore the relationship between variables and the difference of learning flow, lecture usefulness, learning persistence intention and lecture satisfaction depending on online lecture types. And it is to analyze the effect of learning flow and lecture usefulness on learning persistence intention and lecture satisfaction. Methods An online survey was conducted and data were collected from 279 students in an C college located in Chungnam. Results from descriptive statistic, t-test, correlation and regression analysis are as follows. Results First, the comparisons of mean differences indicated that real-time video lecture had higher scores on learning flow and lecture usefulness, lecture satisfaction than video recorded lecture. And there are no significant difference of learning persistence intention depending on online lecture types. Second, in case of real-time video lecture, learning flow correlated positively with lecture usefulness, lecture satisfaction. Also in case of video recorded lecture, learning flow correlated positively with lecture usefulness, lecture satisfaction. Third, as a result of regression analysis, the factors affecting learning persistence intention were lecture usefulness and cognitive flow in the case of real-time video lecture. And it was lecture usefulness in the case of video recorded lecture. The factors affecting lecture satisfaction were cognitive flow and emotional flow in the case of real-time video lecture. And they were lecture usefulness, emotional flow and behavioral flow in the case of video recorded lecture. Conclusions For effective online classes for college students, it is necessary to design a teaching that identifies the characteristics and differences of each online lecture type and increases learning flow and lecture usefulness.

요약: 최근 항공업계에서 AI 도입이 가속화되면서 직무 환경이 급변함에 따라, 본 연구는 감성과 안전을 핵심 가치로 하는 항공서비스 전공자들이 AI를 전략적 파트너로 인식하고 역량을 확장할 수 있도록 이끄는 AI 리터러시의 가치에 주목하였다. 이에 항공서비스 전공자의 AI 리터러시가 학습몰입을 매개로 학습지속의도에 미치는 영향과 AI 관여도의 조절된 매개효과를 분석하기 위해, AI 활용 경험이 있는 국내 항공서비스 전공자 206명을 대상으로 설문조사를 실시하고 Hayes의 PROCESS macro(Model 4, 7)를 활용하여 분석을 수행하였다. 분석 결과, 첫째, AI 학습 효능감, AI 윤리 및 책임, AI 활용 및 응용, AI 기초 이해의 4개 하위 요인 모두 학습몰입을 매개로 학습지속의도에 유의한 정(+)의 영향을 미쳤다. 둘째, AI 윤리 및 책임과 AI 활용 및 응용 요인의 간접효과는 AI 관여도 수준에 따라 유의한 차이를 보였으며, 관여도가 높을수록 그 효과가 강화되는 것으로 확인되었다. 본 연구는 항공서비스 전공자의 AI 리터러시를 4개 차원으로 구조화하고 학습몰입에 이르는 다차원적 경로를 최초로 실증하였으며, AI 기술 역량이 실제 학습 행동으로 이어지는 내적 과정을 규명함으로써 감성 서비스 중심의 항공산업 특수성을 반영한 인간-AI 협업형 인재 양성을 위한 차별화된 교육 전략을 제시하였다는 점에서 의의가 있다.

Abstract: As AI adoption in the aviation industry accelerates and the job environment undergoes rapid transformation, this study focused on the value of AI literacy that enables aviation service majors, whose core values center on emotional service and safety, to recognize AI as a strategic partner and to expand their competencies. To examine the effect of AI literacy on learning persistence intention through learning engagement as a mediator, and to analyze the moderated mediation effect of AI involvement, a survey was conducted among 206 domestic aviation service majors with AI tool experience, and the data were analyzed using Hayes' PROCESS macro (model 4 and model 7). The results revealed that all four sub-factors of AI literacy including AI learning efficacy, AI ethics and responsibility, AI utilization and application, and AI foundational understanding had a significant positive effect on learning persistence intention through learning engagement. Furthermore, the indirect effects of AI ethics and responsibility and AI utilization and application varied significantly by level of AI involvement, with higher involvement strengthening those effects. This study is the first to empirically demonstrate the multidimensional pathways from AI literacy to learning engagement among aviation service majors, and contributes to the field by identifying the internal process through which AI competencies translate into actual learning behavior, thereby presenting differentiated educational strategies for cultivating human AI collaborative talent that reflects the unique characteristics of the emotion-centered aviation industry.

코로나19는 교육에 많은 변화를 가져왔다. 환경의 변화에 빠르게 적응하고 코로나19와 같은 전염병이유행하는 상황에서 온라인 학습에 빠르게 적응할 수 있도록 철저한 교육준비가 필요한 시점이다. 특히, 온라인 학습 상호작용성은 보다 더 만족스러운 학습과정으로 이어질 수 있으므로 중요하다. 그러나 코로나19 시대에 따른 온라인 학습 상호작용성과 학습행동의도에 관한 연구는 전무한 실정이며, 코로나19 위험인식에 따른 학습행동의도 및 학습지속성 관계를 규명하는 것은 기존 연구와 차별화됨 점이며 필요한 연구라판단된다. 이에 본 연구에서는 통합기술수용이론(UTAUT: unified theory of acceptance and use of technology)을 활용하여 온라인 학습 상호작용성, 코로나19 위험인식, 학습행동의도, 학습지속성 간의영향관계를 규명고자 한다. 이를 위하여 항공서비스학과 재학생을 대상으로 자기기입식 방식을 이용하여2020년 6월 2일부터 19일까지 설문조사를 실시하였다. 분석결과 온라인 학습 상호작용성은 성과기대, 노력기대 및 학습행동의도에 긍정적인 영향을 미치는 것으로 나타났고, 사회적 영향, 성과기대, 촉진요건은학습행동의도에 긍정적인 영향을 미치는 것으로 나타났으나, 노력기대는 학습행동의도에 영향관계가 없는것으로 나타났다. 또한, 코로나19 위험인식은 학습행동의도와 학습지속성에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구의 분석결과는 코로나19 상황 속에서 교육기관을 비롯한 교육자와 학습자에 대한효율적인 온라인 학습 방안을 수립하는데 기여할 것이다.

COVID-19 has brought many changes to education. It is time to prepare thorough education to quickly adapt to changes in the learning environment and to online learning in situations where infectious disease like COVID-19 are prevalent. In particular, online learning interactivity is important because it can lead to a more satisfying learning process. However, there is little research on online learning interactivity outcomes and learning behavioral intention regarding the COVID-19 era, and identifying the relationship between learning behavioral intention and learning persistence according to risk perception of COVID-19 should be differentiated with previous researches and be seen as a necessary research. In this study, we will use the integrated technology acceptance theory: unified technology acceptance and use theory (UTAUT) to investigate the relationship that affects online learning interactivity, risk perception of COVID-19, learning behavior intention, and learning persistence. The results reveal that online learning interactivity had a positive impact on performance expectancy, effort expectancy and learning behavioral intention. Social influence, performance expectancy and facilitating conditions had a positive impact on learning behavioral intention, however effort expectancy did not have a significant effect on learning behavioral intention. Also it was revealed that the perceived risks of COVID-19 had a positive impact on learning behavioral intention and learning persistence. The results of this study will contribute to establishing an effective online learning plan for educators and learners, including educational institutions during the COVID-19 pandemic.

본 연구는 4년제 대학교 재학생이 지각한 대면, 비대면 강의 질, 학습참여, 학습만족도, 학업지속의향 간의 구조적관계를 밝히는 데 목적이 있다. 수집된 자료는 SPSS 25.0과 Amos 26을 활용하여 기술통계, 상관분석을 실시하고난 후, 구조방정식 모형과 매개효과를 검증하였다. 독립표본 t검증으로 저학년(1, 2학년), 고학년(3, 4학년)의 차이를확인하였다. 첫째, 대면, 비대면 수업내용은 학습참여, 학습만족도에 직접적인 영향을 미쳤다. 둘째, 대면, 비대면수업에서 상호작용은 학습만족도에 직접적인 영향을 미쳤다. 셋째, 대면 수업의 학습환경은 학습만족도에 직접적인영향을 미쳤다. 넷째, 학습참여는 학습만족도에 유의한 영향을 미쳤다. 다섯째, 비대면, 대면 수업내용은 학습참여, 학습만족도를 이중 매개하여 학업지속의향에 간접적인 영향을 미쳤다. 여섯째, 비대면, 대면 수업에서의 상호작용은학습만족도를 매개하여 학업지속의향에 간접적인 영향을 미치는 것을 확인하였다. 일곱째, 대면 수업의 학습환경은학습만족도를 매개하여 학업지속의향에 간접적인 영향을 미치는 것을 확인하였다. 여덟째, 저학년과 고학년은 학습참여에서 인지참여와 행동참여에서 유의한 차이를 보였다. 이러한 연구결과를 바탕으로 학생들의 학습참여율을 높일수 있는 방안을 모색해야 할 것이다.

The purpose of this study is to investigate the structural relationship between Online·Offline Instructional Quality, Student Engagement, Learning satisfaction, Academic Persistence Intention of University Students. The collected data were analyzed using SPSS 25.0 program and Amos 26.0 programs. The difference between the lower grades (1st and 2nd grade) and the upper grade (3rd and 4th grade) was confirmed by independent sample t-test. First, the contents of Online and Offline lectures had a direct effect on student engagement and learning satisfaction. Second, interaction in online and offline lectures had a direct effect on learning satisfaction. Third, the learning environment of Offline lectures had a direct effect on learning satisfaction. Fourth, student engagement had a significant effect on learning satisfaction. Fifth, the contents of online and offline lectures affected the academic persistence intention by dual mediating effects of student engagement and learning satisfaction. Sixth, Learning satisfaction fully mediated the effect on interaction in online and offline lectures and academic persistence intention. Seventh, Learning satisfaction fully mediated the effect on interaction in the learning environment of offline lectures and academic persistence intention. Eighth, the lower and upper grades showed significant differences in cognitive engagement and behavioral engagement in student engagement. Based on these findings, it suggests that we should seek ways to increase student engagement in learning.

본 연구는 대학원생의 소셜 네트워크가 학습 몰입, 학업 지속 의향, 연구 생산성에 미치는 영향을 분석하는 데 목적이 있다. 연구 결과, 친밀, 신뢰, 학업도움 네트워크 간에 유의미한 상관관계가 나타났으며, 특히 회귀분석 결과, 친밀 네트워크의 외향 연결중심성이 대학원생의 연구 지속 의향에 긍정적 영향을 미치는 것으로 확인되었다. 또한, 특정 학생들이 세 네트워크 모두에서 높은 중심성을 보여, 이들이 학업적 도움을 주고받고 친밀 및 신뢰 관계를 유지하는 데 적극적임을 시사했다. 네트워크 분석 결과를 심층적으로 이해하기 위해 중심적인 역할을 하는 대상자들과의 심층 인터뷰를 진행하였다. 본 연구는 대학원생의 학업 성취를 위한 소셜 네트워크의 중요성을 강조하며, 이를 토대로 한 지원 방안 마련을 제언한다.

This study aims at examining how social networks influence graduate students' learning flow, academic persistence intention, and research productivity. The findings reveal significant correlations among the networks of friendship, trust, and academic help. In particular, regression analysis indicated that the outdegree centrality in the friendship network positively influences academic persistence intention. Additionally, certain students exhibited high centrality across all three networks, suggesting that they actively engage in giving and receiving academic help while maintaining close and trust relationships. To gain a deeper understanding of the network analysis results, in-depth interviews were conducted with individuals playing central roles within the networks. This study emphasizes the importance of social networks in promoting graduate students' academic success and suggests strategies for targeted support based on these findings.

이 연구의 목적은 전문대학 신입생의 교수지지, 학업적 자기효능감, 학습몰입, 전공만족 및 학업지속의향 간의 구조적 관계를 구명하는데 있다. 신뢰도와 타당도가 확인된 도구를 사용하였으며, 최종 476부의 자료를 분석에 활용하였다. IBM SPSS 23.0으로 신뢰도 분석, 기술통계 분석, 상관관계 분석, 정규성 분석, 다중공선성 분석 등을 실시하였고, Mplus 7.0으로 확인적 요인분석과 구조방정식 모형 분석을 실시하였다. 이 연구의 결과는 다음과 같다. 첫째, 연구의 목적을 위해 설정한 구조모형 적합도는 양호한 것으로 나타났다. 둘째, 직접효과 분석 결과, 교수지지는 학업적 자기효능감, 학습몰입, 전공만족에 정적으로 유의한 영향을 주고, 학업지속의향에는 부적인 영향을 주었다. 학업적 자기효능감은 학습몰입에, 학습몰입은 전공만족과 학업지속의향에, 전공만족은 학업지속의향에 각각 정적인 영향을 주었다. 셋째, 간접효과 분석 결과, 교수지지와 학업지속의향 간의 관계를 학습몰입과 전공만족이 각각 매개하였다. 학습몰입은 학업적 자기효능감과 학업지속의향 간의 관계를, 전공만족은 학습몰입과 학업지속의향 간의 관계를 매개하였다. 학업적 자기효능감과 학습몰입은 교수지지와 학업지속의향 간의 관계를, 학습몰입과 전공만족은 교수지지와 학업지속의향 간의 관계와 학업적 자기효능감과 학업지속의향 간의 관계를 각각 이중매개하였다. 끝으로, 학업적 자기효능감, 학습몰입 및 전공만족은 교수지지와 학업지속의향 간의 관계를 삼중매개하는 것으로 나타났다. 이러한 연구결과에 입각하여 전문대학 신입생의 학업지속의향 촉진을 위한 시사점과 제언을 제시하였다.

The purpose of this study was to identify the structural relationship between professor's support, academic self-efficacy, learning engagement, major satisfaction and academic persistence intention of junior college freshmen. The survey instruments used were those developed in previous studies, with confirmed reliability and validity, and 476 questionnaires were used for analysis. Data analysis included reliability analysis, descriptive statistics analysis, correlation analysis, normality analysis, and multicollinearity analysis using IBM SPSS 23.0. Confirmatory factor analysis and structural equation modeling were conducted using Mplus 7.0. The results of this study are as follows. First, an appropriate structural relationship model was reasonably identified between professor's support, academic self-efficacy, learning engagement, major satisfaction and academic persistence intention of junior college freshmen. Second, according to the analysis of direct effects, professor's support had a significant positive influence on academic self-efficacy, learning engagement, and major satisfaction, but showed a negative effect on academic persistence intention. Academic self-efficacy had a significant positive effect on learning engagement, and learning engagement had significant positive effects on major satisfaction and academic persistence intention. Major satisfaction had a significant positive effect on academic persistence intention. Third, The analysis of indirect effects through mediation revealed that learning engagement, and major satisfaction mediated the relationship between professor's support and academic persistence intention, respectively. Learning engagement mediated the relationship between academic self-efficacy and academic persistence intention, while major satisfaction mediated the relationship between learning engagement and academic persistence intention. Furthermore, it was found that academic self-efficacy and learning engagement acted as dual mediators between professor's support and academic persistence intention, and learning engagement and major satisfaction acted as dual mediators between professor's support and academic persistence intention as well as between academic self-efficacy and academic persistence intention. Finally, Academic self-efficacy, learning engagement, and major satisfaction acted as triple mediators between professor's support and academic persistence intention. Based on these results, the implications and recommendations for academic persistence intention of junior college freshmen were discussed.

목적 본 연구에서는 COVID-19로 인한 비대면 학습환경에서 대학생의 학교소속감과 교수신뢰가 학업지속의향에 미치는 영향을파악하고 각 요인 간 영향을 분석함으로써 공동체 소속감과 교수와 학습자 간 친밀감을 증진하여 학업지속을 돕는 학생지원 프로그램 개발을 위한 기초자료를 제시하고자 시행하였다. 방법 연구대상자는 서울과 충청권 거주하며, COVID-19로 인한 비대면 학습환경이 1학기 이상이었던 대학생을 대상으로 2022년4월 11일부터 18일까지로 총 202부의 자료를 통계프로그램 SPSS 21.0 WIN으로 최종분석하였다. 결과 연구결과 대학생의 학교소속감과 교수신뢰는 학업지속의양과 양의 상관관계(r=.580, p<.000, r=.525, p<.000)가 있었고, 한학기에 지도교수와의 만남횟수, 학교소속감, 교수신뢰는 학업지속의향을 40.8 %를 설명하고 있다. 결론 따라서 본 연구는 학교 소속감을 향상시키기 위한 물리적 공간활용 및 비대면 학습공간 구축과 학업지속을 돕는 학생지원프로그램을 개발하는 자료로 활용하기에 유용할 것으로 예상된다.

Objectives The purpose of this study was to investigate the effect on the academic persistence intention by the school belonging and the professor trust of university students in non-face-to-face learning environment due to COVID-19. Methods A survey was held to the university students who have been non-face-to-face learning environment more than a semester in Seoul and Chungcheong cities from April 11 to April 18, 2022. 202 copies were in the final analysis for data analysis, t-test, ANOVA, Pearson’s Correlation Coefficient and Multiple regression was used. Results The school belonging, the professor trust, and the academic persistence intention of university students all showed significant positive correlations with one another. Number of meetings with professors in one semester, the school belonging, the professor trust, accounted for 40.8% of the total variance in the academic persistense intention among university students. Conclusions Therefore, this study could be used as a basic data for the development of student support programs that help students continue their studies by promoting a sense of belonging to their university and intimacy between professors.

Amid growing concerns over academic disengagement among Chinese university students?driven by socio-cultural phenomena such as tangping (“lying flat”) and neijuan (“involution”)?this study investigates the interplay between self-directed learning ability (SDLA), social-emotional competence (SEC), and parental autonomy support in shaping academic persistence intention. Building on self-determination theory, SDLA is conceptualized as an internal motivational driver that enables learners to set personal goals, regulate learning processes, and sustain engagement. SEC is positioned as a mediating mechanism that links SDLA to persistence by enhancing emotional regulation, empathy, relationship skills, and responsible decision-making. Parental autonomy support is examined as an external moderating factor that may amplify or weaken these pathways, particularly within China’s Confucian heritage emphasizing filial piety and family obligation. A cross-sectional survey was conducted in April 2025 with 592 undergraduates from three cities?Rizhao, Qingdao, and Hefei?representing Shandong and Anhui provinces. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test a moderated mediation model. The results reveal that SDLA exerts a significant positive influence on academic persistence intention. Furthermore, SEC partially mediates this relationship, suggesting that higher self-directed learning capacity enhances emotional and social skills, which in turn foster sustained academic engagement. Importantly, parental autonomy support significantly moderates the direct SDLA?persistence link, such that students perceiving greater autonomy support from parents display stronger persistence intentions, even under high academic pressure. These findings offer both theoretical and practical contributions. Theoretically, they extend self-determination theory by integrating internal capacities, socio-emotional mechanisms, and culturally embedded family dynamics into a single explanatory framework for academic persistence. Practically, they underscore the need for multi-layered interventions: implementing Social and Emotional Learning (SEL)-based programs within universities to cultivate emotional resilience, while simultaneously fostering structured parent?university partnerships that encourage autonomy-supportive parenting practices. Such integrated approaches can be particularly effective in navigating the challenges posed by rapid societal change, heightened competition, and shifting youth values in contemporary China. By revealing the interconnected roles of motivation, emotion, and family context, this research provides actionable insights for policymakers, educators, and student support services aiming to sustain academic persistence in East Asian higher education.

이 연구는 선취업 후진학 대학생을 대상으로 학업지속의향에 영향을 미치는 사회적 지지, 긍정심리자본, 학습몰입, 대학생활적응 간의 구조적 관계를 파악하는 데 목적을 두었다. 연구문제별 결과를 제시하면 다음과 같다. 첫째, 사회적 지지는 긍정심리자본에 유의미한 영향을 미치는 것으로 나타났으나, 학업지속의향에 통계적으로 의미 있는 영향을 미치지 않는 것으로 밝혀졌다. 긍정심리자본은 학습몰입, 대학생활적응, 학업지속의향에 통계적으로 의미 있는 영향을 미치는 것으로 나타났다. 또한 학습몰입은 학업지속의향에 의미 있는 영향을 미쳤으며, 대학생활적응은 학업지속의향에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 둘째, 긍정심리자본은 학업지속의향과 사회적 지지의 관계에서 완전매개효과를 갖는 것으로 나타났다. 또한 긍정심리자본과 학습몰입은 학업지속의향과 사회적 지지의 관계에서 완전매개효과를 갖는 것으로 밝혀졌고, 긍정심리자본과 대학생활적응은 학업지속의향과 사회적 지지의 관계에서 완전매개효과를 갖는 것으로 나타났다. 따라서 가족, 친구, 대학 및 기업에서의 중요한 타인은 선취업 후진학 대학생의 맥락과 상황에 맞는 지원을 강화하는 것뿐만 아니라 개인의 긍정적 심리자본을 발전시키고, 학습에 즐거움과 가치를 느끼면서 대학생활에 적응할 수 있는 환경을 조성해주어야 할 것이다. 이렇듯 선취업 후진학 대학생이 고등교육을 이수하고 직업능력과 경력을 개발할 수 있는 경로를 지원하고 개선하는 노력이 이어진다면 일과 학업을 병행하는 대학생의 학업지속 촉진과 선취업 후진학이 성공적으로 유지되는 데 기여할 것이다.

This study investigates the structural relationship among social support, positive psychological capital, learning flow, and adjustment to college life that influences the academic persistence intention of “work first-then to college” students. The findings with regard to the research questions are as follows: First, social support has a significant relationship with positive psychological capital, but is non-significant to academic persistence intention. Positive psychological capital is significantly related to learning flow, adjustment to college life, and academic persistence intention. Learning flow influences academic persistence intention, and adjustment to college life is significant to academic persistence intention. Second, positive psychological capital completely mediates between academic persistence intention and social support. Moreover, positive psychological capital and learning flow completely mediate between academic persistence intention and social support. Finally, positive psychological capital and adjustment to college life have a complete mediation effect on academic persistence intention and social support. Therefore, the important others in family, friends, college and corporation are not only to strengthen support for the context and situation of “work first-then to college” students, but also to develop personal positive psychological capital, flow and value in learning, It is necessary to create an environment that can adjustment to college life. In this way, if the “work first-then to college” students are to pursue higher education and to support and improve the pathway for developing their proficiency and career, the success of “work first-then to college”.