사이버대학에서 지각된 수단성, 숙달접근목표지향성 및 자기조절학습능력과 학업성취도 간의 구조적 관계 분석
The Structural Relationship among Perceived Instrumentality, Mastery Goal Orientation, Self-Regulated Learning, and Academic Achievement in Cyber University
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초록
본 연구는 평생교육을 위해 사이버대학에 진학한 학생들을 대상으로 지각된 수단성, 숙달접근목표지향성 및 자기조절학습능력과 학업성취도 간의 인과관계를 규명하는 것을 목적으로 W사이버대학의 2010년 2학기 재학생 317명을 대상으로 설문조사를 하여 그 결과를 구조방정식모형을 통해 검증하였다. 연구 결과 첫째, 내재적 수단성이 숙달접근목표지향성에 유의한 영향을 미쳤다. 둘째, 숙달접근목표지향성이 자기조절학습능력에 유의한 영향을 미쳤다. 셋째, 자기조절학습능력이 유일하게 학업성취도에 정적인 영향을 미쳤으며 외재적 수단성은 학업성취도에 부정적인 영향을 미쳤다. 또한, 내재적 수단성은 학업성취도에 직접적인 영향을 미치지는 못 했지만 간접효과를 보였으며 자기조절학습능력이 숙달접근목표지향성과 학업성취도 간을 매개하고 있음이 추가적으로 검증되었다.
Abstract
The purpose of this study is to identify the causal relationship among perceived instrumentality, mastery goal orientation, self-regulated learning and academic achievement in cyber education. 317 current students of the W cyber university participated in the study. The results of structural equation modeling analysis are as follows: First, endogenous instrumentality affects mastery goal orientation. Second, mastery goal orientation affects self-regulated learning. Third, while exogenous instrumentality had negative effect on academic achievement, self-regulated learning was the only variable that had positive effect on academic achievement. In addition, the result indicated that endogenous instrumentality had indirect effect on academic achievement and self-regulated learning mediated between mastery goal orientation and academic achievement.
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