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사이버대학 강의에서 학생의 사회적 실재감과 학업성취 간에 미치는 학업적 자기효능감과 학습몰입의 조절효과

Moderating Effect of Academic Self-Efficacy and Learning Flow between Social Presence and Academic Achievement of Students in Cyber University Courses

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초록

본 연구는 사이버대학생의 사회적 실재감과 학업성취 간에 미치는 학업적 자기효능감과 학습몰입의 조절효과를 검증하는 것을 목적으로 하였다. 이러한 연구 목적을 달성하기 위해서 2011년 2학기 W사이버대학 학생 371명을 대상으로 2주 동안 웹 설문을 실시하였다. 위계적 회귀분석을 실시한 결과 사회적 실재감은 학업성취도를 유의하게 예측하였다. 이를 바탕으로 학업적 자기효능감과 학습몰입의 조절효과를 검증하였으며, 그 결과 학업적 자기효능감은 사회적 실재감과 학업성취 간의 관계에서 상호작용효과를 나타내지 않았다. 그러나 학습몰입은 사회적 실재감과 학업성취도 간 양적 상호작용효과를 유도하는 변수임을 확인하였다. 본 연구결과를 바탕으로 사이버대학생의 학업성취를 향상시키기 위한 운영전략을 제시하였다.

Abstract

The purpose of this study was to examine moderating effect of academic self-efficacy and learning flow between social presence and academic achievement of cyber university students. For this purpose, the 371 students of W cyber university were participated in the web-survey system for two weeks at the end of second semester in 2011. The results of this study through hierarchical multiple regression analysis indicated that social presence significantly predicted on academic achievement. Academic self-efficacy was not significant moderating variable between social presence and academic achievement. And Learning flow was used as a significant moderated variable in the relationships among social presence and academic achievement. Based on these study results, effective management strategies for improving cyber university students' academic achievement were proposed.

참고문헌 (68)

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