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기업 사이버교육생의 학업적 자기효능감, 자기조절학습능력, 온라인과제가치가 학업성취도와 학습전이에 미치는 영향

The Effects of Academic Self-Efficacy, Self-Regulated Learning and Online Task Value on Academic Achievement and Learning Transfer in Corporate Cyber Education

김은경|박수영|주영주|김소나
한국지식경영학회 (The Knowledge Management Society of Korea)|2008.12|지식경영연구 (Knowledge Management Research)|제9권 제4호|pp. 1-16|DOI 10.15813/kmr.2008.9.4.001

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키워드

Academic AchievementSelf-Regulated LearningAcademic Self-EfficacyOnline Task ValueLearning Transfer
주제분류경영학

초록

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate’s cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners’ academic self-efficacy, self-regulated learning and online task value predict learners’ academic achievement significantly. Second, except for academic self-efficacy, learners’ self-regulated learning and online task value predict on learners’ learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners’ academic self-efficacy, online task value and self-regulated learning which predict learners’ academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

Abstract

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate’s cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners’ academic self-efficacy, self-regulated learning and online task value predict learners’ academic achievement significantly. Second, except for academic self-efficacy, learners’ self-regulated learning and online task value predict on learners’ learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners’ academic self-efficacy, online task value and self-regulated learning which predict learners’ academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

참고문헌 (61)

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