미용 전공 대학생의 메타인지가 학습몰입 및 자기효능감에 미치는 영향

Abstract

The beauty industry is a rapidly evolving field that demands artistic sensibility and high levels of expertise. Consequently, beauty majors are required to expand their competencies beyond mere skill acquisition to include self-directed learning and cognitive regulation abilities. In particular, as the importance of high-order cognitive activities—creative problem-solving and learning new techniques—grows, it is educationally significant to clarify the impact of metacognition of learners on learning flow and self-efficacy. We conducted a survey of 226 beauty major college students in Seoul and Gyeonggi to analyze the impact as well as mediating effects of metacognition on learning flow and self-efficacy. Our analysis revealed that knowledge and regulation, sub-factors of metacognition, positively influenced learning flow. Furthermore, learning flow significantly enhanced self-efficacy. Along with exhibiting a partial mediating effect through learning flow, metacognition was found to directly impact self-efficacy. Our results suggest that teaching and learning strategies that enhance metacognitive abilities in beauty education are effective to promote learning flow and self-efficacy.