영어전공 대학생의 자기조절학습과 학습몰입 분석
Analysis of English Major College Students' Self -Regulated Learning and Learning Flow
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The purpose of this study was to determine the relationship between self-regulated learning and learning flow for English major college students. Data were obtained from a sample of 174 English major college students. For the correct analysis, the following methods are used; descriptive statistics, reliability analysis, factor analysis, independent t-test, correlation analysis, stepwise multiple regression analysis. The questionnaire developed by Yang (2000) was used to identify self-regulated learning and the questionnaire revised by Kim et al. (2010) was also used to identify learning flow for English major college students. The subordinate factors of self-regulated learning are cognition regulation, motivation regulation, behavior regulation. The subordinate factors of learning flow are balance of challenge and skill, agreement of behavior and perception, definite goal, embodiment feedback, task concentration, regulation, losing self- consciousness, transformative time sensation, autotelic experience. The survey result is as follows. First, between male and female students, there is partially a significant difference in self-regulated learning but there is not a significant difference in learning flow. Second, in the relationship between self-regulated learning and learning flow, there is the high positive correlation. Third, the subordinate factor of learning flow is the predictor of the subordinate factor of self-regulated learning.
Abstract
The purpose of this study was to determine the relationship between self-regulated learning and learning flow for English major college students. Data were obtained from a sample of 174 English major college students. For the correct analysis, the following methods are used; descriptive statistics, reliability analysis, factor analysis, independent t-test, correlation analysis, stepwise multiple regression analysis. The questionnaire developed by Yang (2000) was used to identify self-regulated learning and the questionnaire revised by Kim et al. (2010) was also used to identify learning flow for English major college students. The subordinate factors of self-regulated learning are cognition regulation, motivation regulation, behavior regulation. The subordinate factors of learning flow are balance of challenge and skill, agreement of behavior and perception, definite goal, embodiment feedback, task concentration, regulation, losing self- consciousness, transformative time sensation, autotelic experience. The survey result is as follows. First, between male and female students, there is partially a significant difference in self-regulated learning but there is not a significant difference in learning flow. Second, in the relationship between self-regulated learning and learning flow, there is the high positive correlation. Third, the subordinate factor of learning flow is the predictor of the subordinate factor of self-regulated learning.
참고문헌 (29)
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