Earticle

본 연구는 동영상을 활용하여 자아성찰을 통한 자율실습 후 기본간호 수행능력 및 수행자신감, 학업적 자기효능감, 실습만족도에 미치는 효과를 규명하기 위해 비동등성 대조군사후설계 유사실험 연구를 수행하였다. 연구대상은 G지역 일 개대학 간호학과 2학년을 대상으로 하였으며, 실험군 57명, 대조군 56명이었다. 자료수집은 2017년 4월1일부터 6월 14일 까지였다. 자료는 SPSS 22.0 Program을 이용하여 동질성 검정은 χ² test, t-test 및 Fisher’s exact test로 분석하였 고, 변수에 대한 집단 간의 사전동질성 검정은 Independent-test를 시행하였다. 연구결과 기본간호 수행능력 및 수행자신 감, 학업적 자기효능감(t=15.304, p<.001), 실습만족도(t=15.304, p〈.001) 모두 실험군이 대조군보다 점수가 향상되었을 뿐만 아니라 통계학적으로 유의한 차이를 보였다. 결론적으로 기본간호 자율실습 시 동영상을 촬영한 후 자아성찰을 통한 실습방법은 자율실습 참여에 긍정적인 효과를 초래하였을 뿐만 아니라 학습자들의 학습동기를 높여 적극적이고 능동적인 실습참여에 기여할 수 있을 것으로 예측된다. 따라서 본 연구결과를 토대로 기본간호 술기능력을 향상시키기 위해 보다 다양한 실습에 적용해볼 것을 제안한다.

This study conducted non-equality control post-design similar experimental study in order to investigate the effect of self-directed practice through self-reflection by using videos on the basic nursing performance ability, confidence in performance, learning self-efficacy, and practice satisfaction. The experimental group was 57 students and the control group was 56 students in the Department of Nursing in G region. The data was collected from April 1, 2017 to June 14, 2017. For analyzing data, the SPSS 22.0 program was used and the homogeneity test was analyzed with χ2 test, t-test, and Fisher's exact test. Also, independent-test was used. According to the result, all of the experimental groups including the basic nursing performance ability, confidence in performance, learning self-efficacy(t=15.304, p<.001), and practice satisfaction(t=15.304, p〈.001) were improved and showed significant differences compared to the control group. As a result, it is predicted that the practice method has a positive effect on participating in self-study and it contributes to active participation by increasing learning motivation of learners. Thus, it is suggested to be applied to various practical training to improve basic nursing skills.

본 연구는 시뮬레이션 기반 교과목 운영이 간호대학생의 임상추론역량, 임상수행능력 및 학습적 자기효능 감에 미치는 효과를 파악하기 위한 단일군 전후설계 실험설계 연구이다. 대상자는 G시 소재 일개 대학 간호학과 4학년 학생으로 2022년 2월 27일부터 7월 8일까지 관련 수업에 참여한 97명이었다. 임상에서 발생할 수 있는 응급 상황에 대한 시나리오를 기반으로 시뮬레이션을 진행하고 디브리핑을 실시하였다. 자료는 구조화된 설문지를 사용 하여 수집하였으며, 수집된 자료는 SPSS/WIN 23.0 프로그램을 사용하여 기술통계, Paired t-test, Pearson 상관 관계 분석을 하였다. 간호학생들은 시뮬레이션 실습을 적용 받은 후 임상추론역량(t=2.29, p<.001), 임상수행능력 (t=3.34, p<.001), 학습적 자기효능감(t=1.99, p=.045)이 통계적으로 유의하게 향상되었다. 따라서 시뮬레이션 기반 실습이 간호학생의 임상추론역량, 임상수행능력 및 학습적 자기효능감에 효과적인 교육방법이며 이를 위한 다양한 사례의 시나리오를 체계적으로 개발하여 교육과정에서 시뮬레이션 기반 교과목들의 적극적인 적용이 필요하다.

This study was conducted to examination the effects of simulation-based education on the clinical reasoning competence, clinical competence, and academic self-efficacy. The research design was one group pretest-posttest, and participants were 97 fourth-year nursing students. Data was collected from Feb 27 to Jul 8, 2022, using self-report questionnaires. Simulation were conducted based on scenarios for emergencies that may occur in clinical settings and debriefing was conducted. The data were analyzed by paired t-test, pearson correlation coefficient using SPSS/WIN 23.0 program. After applying simulation-based education, clinical reasoning competence(t=2.29, p<.001), clinical competence(t=3.34, p<.001) and academic self-efficacy(t=1.99, p=.045) improved significantly. The results suggested that the simulation-based education was effective education method to improve the clinical reasoning competence, clinical competence and academic self-efficacy for nursing students. It is necessary to systemically develop scenarios of various cases and apply simulation-based subjects in nursing education curriculum.

본 연구는 체육(PE) 전공 대학생들을 대상으로 인공지능(AI) 활용이 학습 자기효능감, 메타인지, 대학 생활 적응에 미치는 영향을 조사하였다. 전국 대학의 체육 전공 재학생 총 274명을 대상으로 AI 활용도, 학습 자기효능감, 메타인지, 대학 생활 적응도를 측정하는 구조화된 설문조사를 실시하였다. 기술 통계, 크론바흐 알파 신뢰도 분석, 피어슨 상관 분석, 단순 선형 회귀 분석을 수행하였다. 결과에 따르면, AI 활용은 메타인지, 대학 생활 적응, 학습 자기효능감과 통계적으로 유의미한 양의 상관관계를 보였다. 회귀 분석 결과, AI 활용도는 학습 자기효능감(β=.503, p <.001), 메타인지(β=.363, p<.001), 대학 생활 적응(β=.300, p<.001)을 유의미하게 예측하는 것으로 나타났다. 이러한 결과는 체육 전공 학생들의 AI 활용도를 높이며 그들의 메타인지적 인식을 증진하고, 대학 생활 적응을 촉진하며, 학습 자기효능감을 강화할 수 있음을 시사한다. 본 연구 결과는 체육 교육 과정에 AI 리터러시 교육을 통합해야 한다는 점을 뒷받침하는 실증적 근거를 제공하며, 체육 계열전공에서 체계적인 AI 교육 프로그램의 필요성을 강조한다. 향후 연구에서는 종단적 연구 설계와 구조방정식 모델링을 활용하여 인과 경로와 매개 변수를 검토해야 한다.

This study investigated the effects of artificial intelligence(AI) utilization on learning self-efficacy, metacognition, and college life adaptation among physical education (PE) major university students. A total of 274 PE major students from universities in South Korea completed a structured survey measuring AI utilization, learning self-efficacy, metacognition, and college life adaptation. Descriptive statistics, Cronbach's alpha reliability analysis, Pearson correlation analysis, and simple linear regression analysis were conducted. Results revealed that AI utilization had a statistically significant positive correlation with metacognition, college life adaptation and learning self-efficacy. Regression analysis demonstrated that AI utilization significantly predicted learning self-efficacy (β=.503, p<.001), metacognition (β=.363, p<.001), and college life adaptation (β=.300, p<.001). These findings suggest that enhancing AI utilization among PE major students can promote their metacognitive awareness, facilitate college life adaptation, and strengthen learning self-efficacy. The results provide empirical evidence supporting the integration of AI literacy education into PE curricula and highlight the need for systematic AI education programs in sport science departments. Future research should employ longitudinal designs and structural equation modeling to examine causal pathways and mediating mechanisms among these variables.

본 연구의 목적은 간호대학생에게 가상간호시뮬레이션을 적용한 정신간호실습 전・후 전이동기, 학습자기 효능감의 차이를 비교하고 실습 후 실습만족도를 비롯한 전이동기, 학습자기효능감 간의 상관성을 확인하여 효과 적인 정신간호실습 교육의 기초자료로 제공하기 위함이다. 본 연구는 2020년 10월 부터 12월 까지 진행되었으며 U시 소재 대학 3학년에 재학 중이고 가상간호시뮬레이션을 적용한 정신간호실습 교육을 받은 41명을 대상으로 하였다. 자료분석은 Paired t-test와 피어슨상관관계(Pearson's correlation coefficient)로 분석하였다. 연구결 과, 가상간호시뮬레이션을 적용한 정신간호실습 후 실습 전에 비하여 전이동기는 유의하게 상승하였고 학습자기 효능감은 상승하였으나 통계적으로 유의하지 않았다. 가상간호시뮬레이션을 활용한 정신간호실습 후 전이동기, 학 습자기효능감, 실습만족도는 통계적으로 유의한 상관관계를 보였다. 이를 통해 가상간호시뮬레이션을 활용한 정신 간호실습 교육은 부분적으로 효율적인 실습 전략임이 확인되었다.

The purpose of this study is to compare the differences in transfer motivation and learning self-efficacy before and after applying virtual simulation for nursing in psychiatric nursing practice, and to provide them as basic data for effective psychiatric practical education. This study was conducted from October to December 2020. The subjects were 41 people who were enrolled in the third year of a located in U city, and who had received psychiatric nursing practice education using virtual simulation for nursing. Data were analyzed by paired t-test and pearson's correlation coefficient. After practice compared to before psychiatric nursing practice with virtual simulation nursing applied, transfer motivation was significantly increased and learner self-efficacy increased, but it was not statistically significant. Therefore, It was confirmed that psychiatric nursing practice education using virtual simulation for nursing is partly an effective practice strategy.

The coronavirus pandemic has brought about dramatic changes in education, evidenced most clearly by the increase in e-learning. Thus, to identify how learners' attitudes toward e-learning are affected by diverse factors, this study examined the effects of perceived system quality and usefulness, the self-management of learning, and self-efficacy. A total of 236 college students participated in the survey. Multiple regression analysis was performed to test the study's proposed hypotheses. The study findings suggested that learners' attitudes toward e-learning are positively influenced by perceived e-learning usefulness, self-management of learning, and self-efficacy. However, the perceived system quality had no influence and no statistical significance.

Online learning is becoming ubiquitous worldwide because of its accessibility anytime and from anywhere. However, it cannot be successfully implemented without understanding constructs that may affect its adoption. Unlike previous literature, this research extends the Unified Theory of Acceptance and Use of Technology with three well-known theories, namely compatibility, online self-efficacy, and knowledge sharing and acquisition to examine online learning adoption. A total of 264 higher education students took part in this research. Partial Least Squares-Structural Equation Modeling was used to evaluate the proposed theoretical model. The findings suggested that performance expectancy and compatibility were significant predictors of behavioral intention, whereas behavioral intention, facilitating conditions, and compatibility had a significant and direct effect on online learning's actual use. The results also showed that knowledge acquisition, knowledge sharing, and online self-efficacy were determinates of performance expectancy. Finally, online self-efficacy was a predictor of effort expectancy. The proposed model achieved a high fit and explained 47.7%, 75.1%, 76.1%, and 71.8% of the variance of effort expectancy, performance expectancy, behavioral intention, and online learning actual use, respectively. This study has many theoretical and practical implications that have been discussed for further research.

This exploratory mixed-methods study examined the experiences of first-year engineering students in integrating problem-based learning (PBL) and practical learning. It also explored how these experiences relate to students' self-efficacy, peer evaluation, and early academic adjustment. The study involved 16 first-year engineering students enrolled in two project-based courses. Quantitative analyses assessed the reliability and construct validity of self-, peer-, and team-evaluation instruments, while qualitative data from 32 semi-structured interviews were analyzed using thematic analysis. The qualitative findings revealed several recurring themes, including authentic engagement in problem exploration, collaborative idea development, peer interaction, and emerging academic confidence. Quantitative results showed a relatively strong alignment between self-assessment and peer-assessment scores, whereas the relationship between individual self-perceptions and team-level evaluations was more variable. Given the small sample size and single-institution context, these findings should be interpreted with caution. Nevertheless, the study offers valuable insights into how integrated PBL and practical learning environments may enhance collaborative engagement and knowledge application among first-year university students. The implications for instructional design and multi-source evaluation practices in project-based learning contexts are discussed.

Purpose: The purpose of this study was to identify the effects simulation-based education combined team-based learning (SBE combined TBL) compared to simulation-based education (SBE) on undergraduate nursing students. Methods: A non-equivalent control group design with pre-and posttest measures was used. The participants in the study were 181 students. The SBE combined TBL group consisted of 84 senior students in 2013, and the SBE group consisted of 97 seniors in 2014. Collected data were analyzed using chi-square, independent t-test and ANCOVA with the statistical package SPSS 22.0 for Windows. Results: There was a significant improvement in communication skills, nursing performance confidence, team efficacy, and team performance scores in the SBE combined TBL group compared to the SBE group (t=2.45, p=.015; F=4.30, p=.040; t=3.06, p=.003; t=8.77, p<.001). However, there was no statistically significant difference in self-directed learning between the groups. Conclusion: SBE combined TBL compared to SBE is an effective teaching and learning method to enhance various positive educational outcomes for nursing students. Therefore, we suggest that future studies investigate the development of an integrated course in which team-based learning is applied to theoretical sessions and simulation-based training.

본 연구의 목적은 SIM-PBL이 간호대학생의 정보활용능력, 자기주도적 학습능력, 학업적 효능감에 미치는 효과를 규명하기 위함이다. 대상자는 한국의 일개 대학교 간호학과 4학년 학생 81명이었다. SIM-PBL은 4주 동안, 주 1회(150분) 제공하였고, 교육 전후에 구조화된 설문지를 활용하여 정보활용능력, 자기주도적 학습능력, 학업적 효능감을 조사하였다. 교육 후에 정보활용능력의 하부영역 중 정보통합(p=.030), 정보표현(p=.003) 및 정보윤리(p=.016) 영역의 능력이 향상되었다. 그러나, 자기주도적 학습능력과 학업적 효능감은 교육 후에 변화가 없었다. SIM-PBL은 간호대학생의 정보활용능력을 향 상시키는데 효과적인 교수법임을 확인하였다. 앞으로, 신뢰성 높은 유용한 정보를 윤리적으로 활용할 수 있도록 돕는 SIM-PBL 교육방안이 필요하다.

The objective of this study was to determine the effects of simulation education with problem-based learning (SIM-PBL) on information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The subjects were 81 fourth-year nursing students attending a university in Chungcheongnam-do, Korea. SIM-PBL was provided once per week (150 minutes each) for four weeks, and a structured questionnaire was used to survey information literacy, self-directed learning ability, and academic self-efficacy before and after educational training. After completing the four-week program, abilities in the sub-items of information literacy, such as information integration (p=.030), information expression (p=.003), and information ethics (p=.016) were improved. However, no differences in self-directed learning ability and academic self-efficacy were noted. Findings confirmed that SIM-PBL is an effective teaching method for improving the information literacy of nursing students. Therefore, it is necessary to come up with an SIM-PBL education plan for utilizing reliable and useful information ethically.

This research delved into the impact of SRL strategies-based instruction on EFL students’ L2 writing performance, academic self-efficacy, and use of SRL strategies. To this end, 50 Iranian EFL learners, including 25 males and 25 females, attended the study. The experimental group was provided with a four-month SRL strategies-based intervention which followed the Self-Regulated Strategy Development model adapted from Harris and Graham (1996), and the control group took the traditional writing course needed by the university curriculum with the same length. All the students were required to accomplish pre- and post-writing tests as well as self-report questionnaires, including the Writing Strategies for Self-Regulated Learning Questionnaire and the second Language Writer Self-Efficacy Scale, at the beginning and the end of the instruction. The outcomes showed that the experimental group outperformed the control group in the post-writing test. Experimental group 's levels of linguistic self-efficacy and performance self-efficacy were remarkably higher than their counterparts in the control group. The study further implies that the instruction might contribute to the increased application of SRL strategies in EFL writing classes in a way that students might become more self-directed and self-regulated in their overall language performance in general and their written performances in particular.

و یلیصحت یدمآراکدوخ ،یاھ یژتارتسا زا هدافتسا تسا ھتخادرپ .زومآ نابز هاجنپدندوب مق هاگشناد رد یسیلگنا تایبدا ھتشر رد لیصحت لاح رد ھک نیا رددندرک تکرش قیقحتشزومآ تحت هام راھچ یشیامزآ هورگ . یمیظنتدوخ دربھار ھعسوت لدم قبط ھک تفرگ رارق روحم یژتارتسا ) ماھارگ و سیرھ1996 تدم نامھ ھب لرتنک هورگ یارب هاگشناد یسرد ھمانرب قبط یتنس یراتشون هرود و دوب ( راھچ ھئارا هامشیپ ات دش ھتساوخ نایوجشناد ھمھ زا .دشسپ و نومزآنومزآشسرپ و راتشون یاھھماندوخ یاھ شرازگ شسرپ لماش یھد ھمانیمیظنتدوخ یریگدای یارب راتشون یاھ یژتارتسا هورگ ھک داد ناشن جیاتن .دنھد ماجنا ار مود نابز هدنسیون یدمآراکدوخ رایعم و سپ رد لرتنک هورگ زا یرتھب درکلمع یشیامزآ هورگ یدرکلمع یدمآراکدوخ و ینابز یدمآراکدوخ حطس .تشاد راتشون نومزآشیامزآ یژتارتسا زا هدافتسا شیازفا ثعاب روحم یژتارتسا شزومآ زا هدافتسا ھک دش شرازگ نینچمھ .تشاد یریگمشچ شیازفا ی یاھلاعف و یم یشزومآ نینچ ھک تسا نیا زا یکاح ام جیاتن .دش روکذم یاھ یژتارتسا زا هدافتسا رد وجشناد ندش رت ھب دناوت نابز نازومآشیب یاکتا ردیگدای ھب رتو هدرک کمک ملعم زا یریگدای یاجب یدرف یرزومآ نابز یم ھنلااعف ار دوخ یریگدای دنیآرف دناوت رت .دنک یبایزرا

This study investigates how Korean high school students with different levels of English writing are able to utilize their own self-regulated learning strategies and a sense of self-efficacy in writing classrooms. A total of 128 students took part in this study and they were classified into high-, intermediate-, and low-proficiency groups. Four instruments were used in the study: a background questionnaire, a English writing test, the Writing Strategies for Self-Regulation Learning Questionnaire (WSSRLQ,) and the Second Language Writer Self-Efficacy Scale (L2WSS). When looking at the results from the WSSRLQ, the results show that the high-level writers significantly used text processing and goal-oriented monitoring and evaluating more often than those in the intermediate- and low-level groups; the high-level group also used idea planning, interest enhancement, and emotional control significantly more often than the low-level group. In regards to the L2WSS, the high-level learners demonstrated greater linguistic self-efficacy, self-regulatory efficacy, and performance self-efficacy. In addition, there were positive correlations among self-regulation, self-efficacy, and English writing competence. Based on the results, suggestions are given for teachers, so they can better help their students improve writing skills.

본 연구는 몽골의 한 대학에서 교양 필수 「한국어 1」 과목을 수강한 비전공 대학생 262명을대상으로 내재적 동기, 자기효능감, 자기조절학습(SRL) 및 한국어 학업성취도 간의 관계를 분석하였다. 연구 도구는 MSLQ의 일부 하위척도를 한국어 학습 맥락에 맞게 수정·번안한 설문지이며, 몽골어 번역과 영어 역번역 및 이중언어 전문가 검토를 거쳤다. 탐색적 요인분석 결과, 최종20개 문항에서 5개 요인이 도출되었으며, 메타인지 조절과 시간·학습환경 관리는 하나의 요인으로 통합되었다. 분석 결과, 내재적 동기(β = .161, p = .015)와 자기효능감(β = .463, p < .001)은 자기조절학습과 유의한 정적 예측 관계를 보였으며, 자기효능감의 예측 관계가 상대적으로 더 강하였다. 자기조절학습은 한국어 교과목 최종 성적과 유의한 정적 관련을 보였으나(β = .168, p = .007), 내재적 동기와 자기효능감이 성적과 관련되는 과정에서 자기조절학습의 간접효과는 통계적으로 유의하지 않았다. 이러한 결과는 초급 한국어 학습자의 내재적 동기와 자기효능감이 자기조절학습과 밀접한 관련이 있음을 보여준다. 따라서 초급 한국어 교육에서는 달성 가능한 목표와 단계적 과제, 구체적인 피드백을 통해 자기효능감을 높이는 동시에 계획, 점검 및 도움 요청과 같은 자기조절 행동을 지속적으로 지원할 필요가 있다. 다만 본 연구는 단일 대학의 횡단적 자기보고 자료에 기초하였으므로 결과의 인과적 해석과 일반화에는 일정한 한계가 있다.

This study examined the relationships among intrinsic motivation, self-efficacy, self-regulated learning (SRL), and Korean language achievement among 262 Mongolian undergraduates enrolled in a compulsory Korean language course. Multiple regression and bootstrapped mediation analyses showed that when intrinsic motivation and self-efficacy were entered simultaneously, both intrinsic motivation (β = .161, p = .015) and self-efficacy (β = .463, p < .001) were significant positive predictors of SRL. In a separate simple regression, SRL was positively associated with Korean language course grade (β = .168, p = .007). However, neither indirect effect through SRL reached statistical significance, indicating that the hypothesized mediating role of SRL was not supported. These findings suggest that intrinsic motivation and self-efficacy are important psychological factors associated with SRL in introductory Korean language education.

본 연구는 몽골의 한 대학에서 교양 필수 「한국어 1」 과목을 수강한 비전공 대학생 262명을대상으로 내재적 동기, 자기효능감, 자기조절학습(SRL) 및 한국어 학업성취도 간의 관계를 분석하였다. 연구 도구는 MSLQ의 일부 하위척도를 한국어 학습 맥락에 맞게 수정·번안한 설문지이며, 몽골어 번역과 영어 역번역 및 이중언어 전문가 검토를 거쳤다. 탐색적 요인분석 결과, 최종20개 문항에서 5개 요인이 도출되었으며, 메타인지 조절과 시간·학습환경 관리는 하나의 요인으로 통합되었다. 분석 결과, 내재적 동기(β = .161, p = .015)와 자기효능감(β = .463, p < .001)은 자기조절학습과 유의한 정적 예측 관계를 보였으며, 자기효능감의 예측 관계가 상대적으로 더 강하였다. 자기조절학습은 한국어 교과목 최종 성적과 유의한 정적 관련을 보였으나(β = .168, p = .007), 내재적 동기와 자기효능감이 성적과 관련되는 과정에서 자기조절학습의 간접효과는 통계적으로 유의하지 않았다. 이러한 결과는 초급 한국어 학습자의 내재적 동기와 자기효능감이 자기조절학습과 밀접한 관련이 있음을 보여준다. 따라서 초급 한국어 교육에서는 달성 가능한 목표와 단계적 과제, 구체적인 피드백을 통해 자기효능감을 높이는 동시에 계획, 점검 및 도움 요청과 같은 자기조절 행동을 지속적으로 지원할 필요가 있다. 다만 본 연구는 단일 대학의 횡단적 자기보고 자료에 기초하였으므로 결과의 인과적 해석과 일반화에는 일정한 한계가 있다.

This study examined the relationships among intrinsic motivation, self-efficacy, self-regulated learning (SRL), and Korean language achievement among 262 Mongolian undergraduates enrolled in a compulsory Korean language course. Multiple regression and bootstrapped mediation analyses showed that when intrinsic motivation and self-efficacy were entered simultaneously, both intrinsic motivation (β = .161, p = .015) and self-efficacy (β = .463, p < .001) were significant positive predictors of SRL. In a separate simple regression, SRL was positively associated with Korean language course grade (β = .168, p = .007). However, neither indirect effect through SRL reached statistical significance, indicating that the hypothesized mediating role of SRL was not supported. These findings suggest that intrinsic motivation and self-efficacy are important psychological factors associated with SRL in introductory Korean language education.

본 연구는 간호대학생을 대상으로 디지털리터러시와 학업적 자기효능감이 자기주도적 학습능력에 미치는 영향을 확인하기 위해 수행되었다. 자료는 C시 소재의 간호대학생 199명을 대상으로 수집하였다. 분석에는 SPSS/WIN 20.0을 사용하였으며, 기술통계로서 빈도와 백분율, 평균과 표준편차를 산출하였다. 집단간 차이와 변수간 관계 및 영향력을 확인하기 위해 t-검정과 일원분산분석(ANOVA), Pearson의 상관분석, 다중회귀분석을 적용하였다. 본 연구에서는 자기주도적 학습능력에 영향을 미치는 요인은 성적이 상위권인 경우(β=0.23, p=.010), 경제수준이 보통인 경우(β=-0.31, p=.003)와 경제수준이 높은 경우(β=-0.22, p=.031) 가 자기주도적 학습능력에 부정적인 영향을 미치는 요인으로 확인되었다. 또한, 디지털 리터러시(β=0.16, p=.005), 학업적 효능감(β=0.38, p<.001)에서 자기주도적 학습능력에 긍정적인 영향을 주는 것으로 나타났다. 이들 변수가 자기주도적 학습능력을 설명하는 설명력은 44.2%였다. 이를 종합해볼 때, 간호대학생의 자기주도적 학습능력 증진을 위해서는 성적을 향상시키고, 개개인의 디지털 리터러시와 학업적 자기효능감을 향상시키려는 지속적인 노력이 필요하다.

This study was conducted to examine the effects of digital literacy and academic self-efficacy on self-directed learning ability among nursing students. Data were collected from 199 nursing students in C city and analyzed using SPSS/WIN 20.0. Descriptive statistics, t-tests, one-way analysis of variance, Pearson’s correlation coefficients, and multiple regression analysis were conducted. The results showed that academic achievement had a significant positive effect on self-directed learning ability (β=0.23, p=.010). Conversely, moderate (β=−0.31, p=.003) and high economic status (β=−0.22, p=.031) negatively affected self-directed learning ability. Digital literacy (β=0.16, p=.005) and academic self-efficacy (β=0.38, p<.001) also demonstrated significant positive effects. These variables accounted for 44.2% of the variance in self-directed learning ability. In conclusion, strategies to enhance academic performance, digital literacy, and academic self-efficacy are essential for promoting self-directed learning ability among nursing students.

Drawing on self-regulated learning theory and social cognitive theory, the study reported in this paper describes the development and psychometric evaluation of the Self-Efficacy for EFL Speaking Scale (SEESS), an instrument for assessing students’ perceived capability to speak English as a foreign language in the learning-to-speak process. Data were collected from 316 university EFL students in China. Exploratory and confirmatory factor analyses resulted in determination of three factors (i.e., performance self-efficacy, self-regulatory efficacy, and linguistic self-efficacy) with a strong psychometric basis. A second-order confirmatory factor analysis further provided empirical evidence to consider EFL speaking self-efficacy as a unitary construct with three correlated but distinct self-efficacy factors. In addition, the significant correlations between these EFL speaking self-efficacy factors and students’ EFL speaking learning strategies further confirmed the concurrent validity of the SEESS. Pedagogical implications of this study for classroom teaching and learning of EFL speaking were discussed.

Recent research on students’ multiple intelligences, self-efficacy, and language learning strategies has provided evidence for the development of crucial constructs and generalizations which have direct applications to language classrooms. The present study examined the interrelationships between the strategies language learners take, their level of self-efficacy, and the types of their intelligences (based on Gardner’s (1983) Theory of Multiple Intelligences). To do so, Nation’s (1990) 50-item multiple - choice vocabulary test was administered by a university department to form homogeneous groups across all the majors of the department. Then, three surveys were adapted to explore the links between (1) Self-efficacy in Reading (SER) (Prat-Sala & Redford, 2010), (2) a Multiple Intelligence Scale (Armstrong, 1993), and (3) Oxford’s (1990) Language Learning Strategies. The most striking observation to emerge from the data comparison was that self-efficacy had no significant correlation with multiple intelligences. However, as expected, there was a significant correlation between language learners’ perceptions of their self-efficacy and their language leaning strategies. Additionally, a multiple regression analysis indicated notable results on the use of self-efficacy and multiple intelligences to predict language learning strategies.

This study aims to look into how cooperative reading affects English reading ability and academic self-efficacy. In order to implement this study, 40 undergraduate students were chosen majoring in various studies. The participants were divided into high, medium, and low group according to the result of English reading ability evaluation and asked to implement cooperative reading activity for 10 weeks. Pre- and post-reading evaluation and self-efficacy questionnaires were examined. As a result of this study, scores of English reading ability evaluation were raised. The scores of sub-area of grammar and reading comprehension had increased. All groups’ scores had raised, though the improvement in low groups was higher than the rest groups. Additionally, self-efficacy was improved in all three sub-area, and the improvement of confidence was higher than that of task difficulty preference and self-regulation efficacy. Therefore, it was confirmed that cooperative reading is effective in English reading and self-efficacy, and the results provide educational implications that they can be applied as useful teaching methodology to improve English reading skills.

This paper tried to investigate the relationship between motivational factors for study and learning flow in case of foreign language learning. In this context, a research model was proposed with learning flow as a dependent variable and subject-specific interests, self-efficacy as independent variables. Also parental involvement and teacher leadership were included as moderating variables for analysis. Data were collected from middle school students in Gyeongnam province. The research result shows that subject-specific interests and self-efficacy have a positive influence on learning flow. However, parental involvement did not have an influence on the relationship between subject-specific interests and learning flow as well as their relationship between self-efficacy and learning flow. The hypothesis regarding the moderating role of teacher leadership was partially accepted. It turned out that teacher leadership did have an influence on the relationship between self-efficacy and learning flow, however, no moderating effect on the relationship between subject-specific interest and learning flow.

This meta-analysis examined academic self-efficacy in learning and its relationship to academic achievement. After an overview of the theoretical framework and current research, the results of selected studies are integrated in this paper. A PRISMA-guided systematic review was conducted in 2024 to examine the empirical evidence on the relationship between self-efficacy and academic achievement, investigate the underlying mechanisms, and assess the quality of the current evidence. Online databases were used to search for peer-reviewed articles that studied the relationship between self-efficacy and academic achievement in online courses. The results were organized into a narrative content synthesis and a meta-analysis. Twelve articles met the inclusion criteria. The overall quality of the study was quite good, with a pooled effect size of 0.36 [0.28; 0.44], indicating that self-efficacy has a moderate impact on student performance. Critical discussions based on the findings were conducted to understand methods for academic performance improvement, the implementation of educational activities, and their implications for future research.

본 연구는 보건계열 대학생의 토익학습에서 자기효능감, 학업통제감 및 학교적응유연성과 TOEIC 학습몰입의 관련 성을 파악하고 TOEIC 학습몰입에 미치는 융복합적 영향을 분석하였다. 자료수집은 2018년 5월 1일부터 5월 29일까지 자기 기입식 설문지를 사용하였으며, 조사대상은 임의로 선정된 J시 소재 대학의 토익학습반에 참여하는 보건계열 대학생 255명 으로 하였다. TOEIC 학습몰입은 자기효능감, 학업통제감 및 학교적응유연성과 양의 상관관계를 보였다. 공분산 구조분석 결과, 자기효능감, 학업통제감 학교적응유연성 및 TOEIC 학습몰입의 인과관계가 확인되었다. 학교적응유연성은 자기효능 감 및 학업통제감보다는 TOEIC 학습몰입에 더 큰 영향을 미쳤다. 이상의 연구결과를 볼 때, 보건계열 대학생의 TOEIC 학습몰입을 높이기 위해서는 이들 요인들을 관리하는 노력이 필요하다. 이러한 결과는 보건계열 대학생의 토익 학습몰입을 높이는 토익학습 교육과정 개발에 활용이 기대된다. 향후연구에서는 TOEIC 학습몰입에 영향을 미치는 추가요인에 대한 조사가 필요하다.

This study investigates convergent influence on TOEIC learning flow and its association with self efficacy, academic control and school resilience among health college students. Data collection was carried out using a self-administered questionnaire from May 1 to May 29, 2018 and the target was randomly selected 255 health college students in TOEIC class from college located in J city. TOEIC learning flow was positively correlated with self efficacy, academic control and school resilience. With the analysis of covariance structure, we could confirm relationship among self efficacy, academic control, school resilience and TOEIC learning flow. School resilience was more influential on TOEIC learning flow than self efficacy and academic control. The results of the study indicate that the efforts to manage these factors are required to increase TOEIC learning flow of health college students in TOEIC class. The results are expected to be used to develop TOEIC learning curriculum increasing the TOEIC learning flow among health college students in TOEIC class. In the following study, the survey about additional factors of influence on TOEIC learning flow will be needed.