본문 바로가기
KERD
논문KCI 등재

공과대학생의 자기조절학습전략이 쓰기효능감, 쓰기피드백인식, 학습실재감에 미치는 영향

Effects of Engineering Students’ Self-Regulated Learning Strategies on Writing Self-Efficacy, Perceptions of Writing Feedback and Learning Presence

황순희
한국공학교육학회 (Korean Society for Engineering Education)|2024.03|공학교육연구 (Journal of Engineering Education Research)|제27권 제2호|pp. 13-24|DOI 10.18108/jeer.2024.27.2.13

0

조회

0

다운로드

3

인용

0

참고문헌

키워드

Learning presenceSelf-regulated learning strategiesWriting courseWriting self-efficacyEngineering studentsPerceptions of writing feedback
주제분류학제간연구

초록

This research aims to examine the effects of engineering students’ self-regulated learning strategies on writing self-efficacy, perceptions of writing feedback, and learning presence. To achieve this purpose, firstly, differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were investigated among engineering and non-engineering students. Secondly, the effects of self-regulated learning strategies, as perceived by engineering students, on writing self-efficacy, perceptions of writing feedback, and learning presence were explored. A total of 196 engineering and non-engineering students from one university in Korea responded to a survey based on a four-variable scale. The findings were as follows: firstly, there were significant differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence by major. Secondly, positive correlations between self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were identified in terms of sub-factors of those variables. Thirdly, engineering students’ self-regulated learning strategies predicted writing self-efficacy, perceptions of writing feedback, and learning presence. The practical implications of these findings are discussed herein, with particular attention to education for the promotion of self-regulated learning strategies and their application to writing courses, as well as diverse learning environments.

Abstract

This research aims to examine the effects of engineering students’ self-regulated learning strategies on writing self-efficacy, perceptions of writing feedback, and learning presence. To achieve this purpose, firstly, differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were investigated among engineering and non-engineering students. Secondly, the effects of self-regulated learning strategies, as perceived by engineering students, on writing self-efficacy, perceptions of writing feedback, and learning presence were explored. A total of 196 engineering and non-engineering students from one university in Korea responded to a survey based on a four-variable scale. The findings were as follows: firstly, there were significant differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence by major. Secondly, positive correlations between self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were identified in terms of sub-factors of those variables. Thirdly, engineering students’ self-regulated learning strategies predicted writing self-efficacy, perceptions of writing feedback, and learning presence. The practical implications of these findings are discussed herein, with particular attention to education for the promotion of self-regulated learning strategies and their application to writing courses, as well as diverse learning environments.

참고문헌 (66)

  1. 강명희, "사이버대학생이 인식하는 교수실재감, 학습실재감, 학습성과 간의 구조적 관계 규명", 교육정보미디어연구, 17(2), pp.153~176 (2011)
  2. 노현종, "초등학생의 형성적 피드백 인식, 지능에 대한신념, 평가에 대한 태도, 행동의도 및 수업참여 간의 구조적관계 분석", 교육평가연구, 35(3), pp.439~463 (2020)
  3. 박상현, "수학교과에서 중학생의 피드백 인식이흥미, 효능감, 수업태도 및 성취도에 미치는 영향", 학습자중심교과교육연구, 21(9), pp.899~910 (2021)
  4. 박은희, "D 전문대학 신입생의 자기조절학습전략이 학업성취도에 미치는 영향", 인지발달중재학회지, 12(2), pp.135~153 (2021)
  5. 백평구, "대학생 핵심역량 수준과 대학생 개인 변인의관계 및 특성", 교양교육연구, 7(3), pp.349~387 (2013)
  6. 승영걸, "대학 신입생 세미나에서의 교수실재감과 학습실재감이 학습지속의향에 미치는 영향", 석사, pp.2017
  7. 신민희, "공과대학 학생들의 자기조절 학습능력 수준에관한 연구", 공학교육연구, 12(4), pp.84~92 (2009)
  8. 안재성, "TBL 기반 플립러닝 수업에서 협력적 자아효능감, 학습실재감이 학습만족도에 미치는 영향: 팀 멘탈 모델의 매개효과 검증", 석사, pp.2017
  9. 원지영, "모바일 vs. 블렌디드 교육적 탐구공동체에서 대학생들이 인식하는 사회실재감, 인지실재감, 교수실재감 비교", 예술인문사회 융합 멀티미디어 논문지, 6(4), pp.319~328 (2016)
  10. 원효진, "플립러닝 환경에서 간호대학생의 학습실재감, 자기조절학습능력이 학습만족도에 미치는 영향", 아시아태평양융합연구교류논문지, 8(12), pp.367~376 (2022)
  11. 윤경미, "공과대학생의 사고양식 탐색", 공학교육연구, 20(5), pp.14~22 (2017)
  12. 이은철, "블랜디드 수업에서 자기조절의 구성 요인 중인지조절에 대한 인지적 실재감의 영향에 대한 학습동기의 조절효과 탐색", 기독교교육논총, (74), pp.255~271 (2023)
  13. 황순희, "공과대학생의 핵심역량 분석과 비교과 활동의활용", 공학교육연구, 21(6), pp.63~73 (2018)
  14. 황순희, "공과대학생의 쓰기 효능감이 쓰기 메타인지전략과 쓰기 불안에 미치는 영향", 공학교육연구, 21(1), pp.105~119 (2023)
  15. 황지원, "공학계열 대학생들의 교과목 성적과 K-CESA 핵심역량의 관계분석", 공학교육연구, 19(4), pp.35~46 (2016)
  16. Baez, T., "Evidenced-based practice for anxiety disorders in college mental health", Journal of College Student Psychotherapy, 20(1), pp.33~48 (2005)
  17. Bandura, A., "Social foundations of thought and action: A social cognitive theory" (1986), Prentice Hall
  18. Bandura, A., "Self-efficacy: The exercise of control" (1997), W. H. Freeman
  19. Bandura, A., "Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems", Journal of Personality and Social Psychology, 45, pp.1017~1028 (1983)
  20. "Writing to Learn, Learning to Write: Revisiting Writing Across the Curriculum in Northwest Secondary Schools. By Request"[URL]
  21. Brown, G. T., "Student conceptions of feedback : Impact on selfregulation, self-efficacy, and academic achievement", British Journal of Educational Psychology, 86(4), pp.606~629 (2016)
  22. Bruning, R., "Examining dimensions of selfefficacy for writing", Journal of Educational Psychology, 105(1), pp.25~38 (2013)
  23. Brunstein, J. C., "Testing a pathanalytic mediation model of how self-regulated writing strategies improve fourth graders' composition skills : A randomized controlled trial", Journal of Educational Psychology, 103(4), pp.922~938 (2011)
  24. Campbell, P., "Educational presence in the community of inquiry model: The student’s viewpoint", Proceedings of the 21st Annual Conference on Distance Teaching and Learning (2005)
  25. Cleary, T. J., "Self-regulated empowerment program : A school-based program to enhance self-regulated and self-motivated cycles of student learning", Psychology in the Schools, 41(5), pp.537~550 (2004)
  26. Daly, J. A., "The effects of writing apprehension on message encoding", Journalism Quarterly, 54, pp.566~572 (1977)
  27. Ekholm, E., "The relation of college student self-efficacy toward writing and writing self-regulation : Writing feedback perceptions as a mediating variable", Teaching in Higher Education, 20(2), pp.197~297 (2015)
  28. Flower, L. S., "Problem-solving strategies and the writing process", College English, 39(4), pp.449~461 (1977)
  29. Garrison, D. R., "Researching the community of inquiry framework : Review, issues, and future directions", The Internet and higher education, 10(3), pp.157~172 (2007)
  30. Garrison, D. R., "Critical thinking, cognitive presence, and computer conferencing in distance education", American Journal of distance education, 15(1), pp.7~23 (2001)
  31. Graham, S., "Components analysis of cognitive strategy instruction : Effects on learning disabled students' compositions and self-efficacy", Journal of educational Psychology, 81(3), pp.353~361 (1989)
  32. Graham, S., "The role of self-regulation and transcription skills in writing and writing development", Educational Psychologist, 35(1), pp.3~12 (2000)
  33. Graham, S., "The structural relationship between writing attitude and writing achievement in first and third grade students", Contemporary educational psychology, 32(3), pp.516~536 (2007)
  34. Harris, K. R., "Programmatic intervention research : Illustrations from the evolution of self-regulated strategy development", Learning Disability Quarterly, 22(4), pp.251~262 (1999)
  35. "Influences on student learning. Inaugural lecture given on August" (1999)[URL]
  36. Hattie, J., "The power of feedback", Review of Educational Research, 77(1), pp.81~112 (2007)
  37. Hidi, S., "Handbook of writing research", pp.144~157 (2006), Guilford Press, Erlbaum
  38. Kanuka, H., "Cognitive presence in online learning", Journal of Computing in Higher Education, 15(2), pp.21~39 (2004)
  39. Knowles, M. S., "Self-directed learning: A guide for learners and teachers" (1975), Association Press
  40. Lee, W., "Testing interest and self-efficacy as predictors of academic self-regulation and achievement", Contemporary Educational Psychology, 39(2), pp.86~99 (2014)
  41. Li, J., "Review of assessment feedback", Studies in higher education, 39(2), pp.378~393 (2014)
  42. Liu, Y. H., "Impacts of Examination Institutional Trust on College Students’ Academic Engagement Intention", Psychological Development and Education, 4, pp.380~386 (2014)
  43. Marrs, S., "Exploring Elementary Student Perceptions of Writing Feedback", Journal on Educational Psychology, 10(1), pp.16~28 (2016)
  44. Martin, H., "Grit, motivational belief, self-regulated learning(SRL), and academic achievement of civil engineering students", European Journal of Engineering Education, 47(4), pp.535~557 (2022)
  45. McGrath, A. L., "Writing helpful feedback : The influence of feedback type on students’ perceptions and writing performance", The Canadian Journal for the Scholarship of Teaching and learning, 2(2), pp.5~ (2011)[DOI]
  46. Pajares, F., "Self-efficacy beliefs, motivation, and achievement in writing : A review of the literature", Reading & Writing Quarterly, 19(2), pp.139~158 (2003)
  47. Pajares, F., "Confidence and competence in writing : The role of self-efficacy, outcome expectancy, and apprehension", Research in the Teaching of English, 28, pp.313~331 (1994)
  48. Pintrich, P. R., "Motivational and self-regulated learning component of classroom academic performance", Journal of Educational Psychology, 82(1), pp.33~40 (1990)
  49. Pitt, E., "Now that’s the feedback I want! ‘Students’ reactions to feedback on graded work and what they do with it", Assessment & Evaluation in Higher Education, 42(4), pp.499~516 (2017)
  50. Price, M., "Feedback: All that effort, but what is the effect?", Assessment & Evaluation in Higher Education, 35(3), pp.277~289 (2010)
  51. Schunk, D. H., "Handbook of self-regulation", pp.631~649 (2000), Academic Press
  52. Schunk, D. H., "Social origins of self-regulatory competence", Educational psychologist, 32(4), pp.195~208 (1997)
  53. Themanson, J. R., "The relation of selfefficacy and error-related self-regulation", International Journal of Psychophysiology, 80(1), pp.1~10 (2011)
  54. Varnhagen, S., "Comparison of student experiences with different online graduate courses in health promotion", Canadian Journal of Learning and Technology, 31(1) (2005)
  55. Wang, M. J., "Engaged Learning with Emerging Technologies", pp.225~253 (2006), Springer Publishing
  56. Wang, Y., "Self-Regulated Learning Instructions in Engineering Education: A Systematic Scoping Review", 2022 IEEE Frontiers in Education Conference (FIE), pp.1~8 (2022), IEEE
  57. Wisniewski, B., "The power of feedback revisited : A meta-analysis of educational feedback research", Frontiers in Psychology, 10, pp.3087~4100 (2020)
  58. Zheng, J., "Profiling self-regulation behaviors in STEM learning of engineering design", Computers &Education, 143, pp.103669~ (2020)[DOI]
  59. Zimmerman, B. J., "Becoming a self-regulated learner : Which are the key subprocesses?", Contemporary educational psychology, 11(4), pp.307~313 (1986)
  60. Zimmerman, B. J., "Self-regulated learning and academic achievement : An overview", Educational Psychologist, 25(1), pp.3~17 (1990)
  61. Zimmerman, B. J., "Self-regulated learning: From teaching to self-reflective practice", pp.1~19 (1998), Guilford Publications
  62. Zimmerman, B. J., "Handbook of selfregulation", pp.13~39 (2000), Academic Press
  63. Zimmerman, B. J., "Development of a structured interview for assessing student use of self-regulated learning strategies", American Educational Research Journal, 23(4), pp.614~628 (1986)
  64. Zimmerman, B. J., "Becoming a self-regulated writer : A social cognitive perspective", Contemporary Educational Psychology, 22(1), pp.73~101 (1997)
  65. Zimmerman, B. J., "Handbook of self-regulation of learning and performance", pp.15~26 (2011), Routledge
  66. Zumbrunn, S., "Toward a better understanding of student perceptions of writing feedback : a mixed methods study", Reading and Writing, 29, pp.349~370 (2016)

관련 논문AI추천

공과대학생의 쓰기 효능감이 쓰기 메타인지전략과 쓰기 불안에 미치는 영향황순희한국공학교육학회 · 공학교육연구2023 · 제26권 제2호Self-regulated Learning Strategies and Self-efficacy in a Korean EFL Writing Context조영아대한영어영문학회 · 영어영문학연구2022 · 제64권 제3호공과대학 캡스톤 디자인의 학습성과에 대한 자기조절학습전략의 매개효과 검증김나영, 이소영한국공학교육학회 · 공학교육연구2017 · 제20권 제5호BL 기반 전공 영어학 수업에서 학업 성취도의 예측 변수로서 자기효능감과 자기조절학습전략표시연외국학연구소 · 외국학연구2025 · 제71호이공계 글쓰기 교과목에서 학습 성찰일지 작성과 피드백이 학업 성취도에 미치는 영향김혜경, 최원영한국공학교육학회 · 공학교육연구2017 · 제20권 제3호The Relationship between Self-efficacy Beliefs and Self-regulated Learning Strategies in Korean EFL Learners김영수, 조영아사단법인 한국언어학회 · 언어학2019 · 제27권 제3호

이 간행물의 다른 논문 (3건)

한국공학교육인증원의 2020 비전 달성도 및 사회적 위상 분석한지영pp. 3-12IT 기업의 구성주의 교수학습환경 기반 실시간 온라인 실습 교육 효과 분석이명근, 안슬기pp. 25-34이공계열 대학원생 핵심역량 진단도구 개발 및 타당화 연구: A연구중심대학 사례배상훈, 조은원, 한송이, 김경언, 정유지pp. 35-50
원문 보기