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대학생의 자기주도학습력과 온라인 과제가치인식이 수업만족도와 학업성취도에 미치는 영향

The effects of university students’ self-directed learning ability and perceived online task value on learning satisfaction and academic achievement

박지영
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2017.09|영어교육연구 (English Language Teaching)|제29권 제3호|pp. 165-185|DOI 10.17936/pkelt.2017.29.3.008

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참고문헌

키워드

학업성취도academic achievement수업만족도self-directed learning ability자기주도학습력learning satisfactionautonomous learning온라인 과제가치인식자주적 학습perceived online task value
주제분류영어와문학

초록

The purpose of this study is to explore the effects of self-regulated learning ability and perceivedonline task value on learning satisfaction and academic achievement among university students. The research questions are as follows: (1) Do university students’ self-regulated learning abilityand perceived online task value have effect on learning satisfaction? and (2) Do universitystudents’ self-regulated learning ability and perceived online task value have effect on academicachievement? Data were collected from 136 university students. Analysis of variance (ANOVA)and regression analysis were performed. Major findings of the study were as follows: First, bothself-regulated learning ability and perceived online task value had a significant effect onlearning satisfaction; and second, only self-regulated learning ability had a significant effect onlearner’s academic achievement but there was no significant correlation between perceivedonline task value and academic achievement.

Abstract

The purpose of this study is to explore the effects of self-regulated learning ability and perceivedonline task value on learning satisfaction and academic achievement among university students. The research questions are as follows: (1) Do university students’ self-regulated learning abilityand perceived online task value have effect on learning satisfaction? and (2) Do universitystudents’ self-regulated learning ability and perceived online task value have effect on academicachievement? Data were collected from 136 university students. Analysis of variance (ANOVA)and regression analysis were performed. Major findings of the study were as follows: First, bothself-regulated learning ability and perceived online task value had a significant effect onlearning satisfaction; and second, only self-regulated learning ability had a significant effect onlearner’s academic achievement but there was no significant correlation between perceivedonline task value and academic achievement.

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