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사이버교육생의 자기효능감, 내적통제소재, 조직의 지원, 몰입, 만족도 및 학습지속의향간의 구조적 관계 규명

The Structural Relationship among Self-Efficacy, Internal Locus of Control, School Support, Learning Flow, Satisfaction and Learning Persistence in Cyber Education

김나영|김가연|주영주
한국교육공학회 (Korean Society Of Educational Technology)|2010.03|교육공학연구 (Journal of Educational Technology)|제26권 제1호|pp. 25-55

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키워드

자기효능감만족도self-efficacysatisfaction내적통제소재internal locus of control몰입학습지속의향learning flow사이버교육cyber educationlearning persistenceschool support조직의 지원
주제분류교육학

초록

본 연구는 사이버교육생을 대상으로 자기효능감, 내적통제소재, 조직의 지원, 몰입, 만족도 및 학습지속의향 간의 구조적 인과관계를 분석하는 것을 목적으로 하였다. 이를 위해 W사이버대학의 2009년 1학기 재학생 591명을 대상으로, 외생변수로 자기효능감, 내적통제소재 및 조직의 지원을, 내생변수로 몰입, 만족도 및 학습지속의향을 설정하였다. 구조방정식 모델링 분석을 통해 연구가설을 검증한 결과는 다음과 같다. 첫째, 자기효능감, 내적통제소재 및 조직의 지원과 몰입의 관계를 검증한 결과, 세 변수 모두 몰입에 영향을 미치는 것으로 나타났다. 둘째, 자기효능감, 내적통제소재, 조직의 지원 및 몰입과 만족도의 관계를 검증한 결과, 내적통제소재, 조직의 지원 및 몰입은 만족도에 영향을 미치는 것으로 나타났으며, 자기효능감은 그렇지 못했다. 셋째, 자기효능감, 내적통제소재, 조직의 지원, 몰입 및 만족도와 학습지속의향의 관계를 검증한 결과, 내적통제소재, 몰입 및 만족도만이 학습지속의향에 긍정적인 영향을 미치는 것으로 나타났다. 넷째, 몰입은 자기효능감, 내적통제소재 및 조직의 지원과 만족도 사이를 매개하는 것으로 나타났다. 다섯째, 몰입은 자기효능감, 내적통제소재 및 조직의 지원과 학습지속의향 사이를 매개하는 것으로 나타났다. 마지막으로, 만족도는 내적통제소재, 조직의 지원, 몰입과 학습지속의향 사이를 매개하는 것으로 나타났다. 이와 같은 결과는 학습자의 몰입을 촉진하기 위해 자기효능감과 내적통제소재를 향상시키기 위한 다양한 전략을 활용할 필요가 있으며, 학교차원에서 학습과정을 지원해주는 다양한 제도가 마련될 필요가 있음을 의미한다. 또한, 학습자의 만족도를 높이기 위해서는 내적통제소재 향상 전략, 학교의 다양한 지원 제공과 함께 몰입경험을 제공하기 위한 노력이 필요함을 시사한다. 마지막으로 사이버대학생의 학습지속의향을 향상시키기 위해서는 보다 내적통제 성향을 가지고 몰입을 경험하며 만족을 느낄 수 있는 방안이 모색되어야 함을 보여준다.

Abstract

The purpose of the present study is to verify the structural relationship among self-efficacy, internal locus of control, school support, learning flow, satisfaction, and learning persistence in cyber university education. For this study, A cyber university in Korea was chosen to conduct web survey. The subjects were 591 students who participated in A's cyber university courses. A hypothetical model was proposed, which was composed of self-efficacy, internal locus of control, school support as extraneous variables, learning flow, satisfaction, learning persistence as endogenous variables. And learning flow, satisfaction have been suggested as intervening endogenous variables. The result of this study through structural equation modeling analysis is as follows: First, self-efficacy, internal locus of control, school support significantly affect learning flow. Second, internal locus of control, school support, learning flow significantly affect satisfaction. Third, internal locus of control, learning flow, satisfaction significantly affect learning persistence. Fourth, As a result of the Sobel test to examine the significance of the mediation effect, learning flow was verified as a mediating variable between self-efficacy, internal locus of control, school support and satisfaction. Fifth, learning flow also mediated between self-efficacy, internal locus of control, school support and learning persistence. Sixth, satisfaction mediated between internal locus of control, school support, learning flow and learning persistence. These results imply that self-efficacy, internal locus of control should be considered for the design and development strategies of cyber courses. Also, school support is critical to enhance the effectiveness of cyber university education. This study proposes the first step of learning strategies for successful cyber education.

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