사이버대학생의 자기조절학습능력, 지각된 유용성, 지각된 용이성, 만족도, 성취도, 학습지속의향 간의 구조적 관계 규명
The Structural Relationship among Self-Regulated Learning, Perceived Usefulness of Learning, Perceived Ease of Use, Satisfaction, Academic Achievement, and Persistence in Cyber University
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본 연구는 사이버대학생을 대상으로 자기조절학습능력, 지각된 유용성, 지각된 용이성, 만족도, 성취도, 학습지속의향 간의 인과관계를 규명하는 것을 목적으로 하였다. 이를 위해 자기조절학습능력과 지각된 유용성 및 지각된 용이성을 외생변인으로, 만족도와 성취도, 학습지속의향을 내생변인으로 설정하고 W사이버대학의 2010년 2학기 ‘사찰음식’ 과목 수강생 426명을 대상으로 온라인 설문조사를 실시하여 데이터를 수집하였다. 연구결과 첫째, 사이버대학생의 자기조절학습능력, 지각된 유용성이 만족도에 영향을 미쳤다. 둘째, 자기조절학습능력은 성취도에 긍정적인 영향을 미쳤고 지각된 유용성은 성취도에 부정적인 영향을 미친 것으로 나타났다. 셋째, 자기조절학습능력, 지각된 용이성, 만족도가 학습지속의향에 영향을 미치는 것으로 나타났다. 또한, 만족도는 자기조절학습능력과 학습지속의향 간을 매개하고, 지각된 유용성과 학습지속의향간을 매개하고 있음이 추가적으로 검증되었다.
Abstract
The purpose of this study is to identify the casual relationship among self-regulated learning, perceived usefulness, perceived ease of use, satisfaction, academic achievement, and persistence in cyber university education. 426 current students of W Cyber University participated in the study. A hypothetical model was proposed with self-regulated learning, perceived usefulness, and perceived ease of use as extraneous variables, and satisfaction, academic achievement and persistence as endogenous variables. The results of structural equation modeling analysis are as follows. First, self-regulated learning and perceived usefulness affect satisfaction. Second, while perceived usefulness had a negative effect on academic achievement, self-regulated learning was the only variable that had a positive effect on academic achievement. Third, self-regulated learning, perceived ease of use and satisfaction affect persistence. In addition, the results indicated that satisfaction mediated between self-regulated learning and persistence, and between perceived usefulness and persistence.
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