비교과 프로그램 참여 대학생의 학업도전, 교우와 학습, 교수와의 경험이 학업성과에 미치는 영향

송윤숙(Yoon Suk Song),박지연(Ji Yeon Park) 교육종합연구원 2023 교육종합연구 Vol.21 No.2

본 연구는 대학교육의 질 제고와 성과관리를 위한 비교과 프로그램 참여 대학생의 학업도전, 교우와 학습, 교수와의 경험, 학업성과 간의 관계를 밝히는 데 목적이 있다. 이를 위해 첫째, 비교과 프로그램의 참여 여부에 따라 학업도전, 교우와 학습, 교수와의 경험, 학업성과의 차이가 있는지, 둘째, 비교과 프로그램 참여 대학생의 성별, 학년에 따라 차이가 있는지, 셋째, 비교과 프로그램 참여 대학생의 학업도전, 교우와 학습, 교수와의 경험이 학업성과에 영향을 미치는지 살펴보았다. 연구 결과 비교과 프로그램 참여 여부에 따른 학업도전, 교우와 학습, 교수와의 경험, 학업성과의 평균은 전체에서 유의한 차이를 보였다. 비교과 프로그램 참여 학생의 성별과 학년을 비교한 결과 성별 차이는 크게 나타나지 않았지만, 학년에 따라 차이를 보였다. 학년이 높을수록 교우와 학습, 학업성과가 높은 것으로 나타났으며 종합적으로 비교과 프로그램에 참여한 대학생은 학업도전, 교우와 학습, 교수와의 경험이 학업성과에 유의미한 영향을 미치고 있는 것을 확인하였다. 이에 본 연구에서는 학업성과를 높이기 위한 제안으로 학년에 따른 비교과 프로그램 개발 및 선후배 학생 간의 활발한 교류 등을 제안하며, 적극적인 비교과 프로그램 운영의 필요성을 강조하면서 이에 후속연구를 위한 제언을 하였다. The purpose of this study is to find out a relationship between tacademic challenges, learning with peers, experience with professors, and academic outcome of university students participating in extracurricular programs to improve the quality of university education and managing performance. The following were examined for this purpose: The first was whether there was a difference in academic challenge, learning with peers, experience with professor, and academic outcome according to the participation in the extracurricular programs. The second was whether there was a difference according to gender and year of the university students participating in the extracurricular programs. The third was whether the academic challenges, the learning with peers, and the experience with professors of the students participating in the extracurricular programs had a effect on the academic outcome. As a result of the study, significant differences were found in the averages of academic challenge, learning with peers, experience with professor, and academic outcome according to participation in extracurricular programs. In a comparison by the gender and grade of students participating in the extracurricular program, there was no significant difference according to the gender, while some differences were found according to grade. It is found that as the grades got higher, the level of learning with peers and academic outcome got higher. It is comprehensively found that academic challenge, learning with peers, and experience with professor had a significant effects on academic outcomes in university students who participated in the extracurricular program. Therefore, in this study, the development of extracurricular programs according to grade and enhancement of active exchanges between seniors and juniors are proposed to their enhance academic outcomes, and the need for active extracurricular program operation is emphasized with the suggestions for further studies.

자기결정성 이론에 기반한 학업동기 프로파일

신이나(Shin Yina),송영명(Song YoungMyung) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.21

본 연구의 목적은 자기결정성 이론에 근거하여 학업동기의 프로파일을 분류하고자 하는 것이다. 다차원적 특성을 지닌 학업동기 프로파일을 분류하기 위한 연구방법으로 개인중심적 접근의 잠재프로파일분석(latent profile analysis)이 활용되었다. 2016년 12월 ~ 2017년 2월에 걸쳐, 대구·경북지역의 일반계 고등학생 총 474명을 대상으로 학업동기와 기본심리욕구, 학업(수업참여, 학업적 자기효능감, 학업스트레스) 및 심리적 결과변인(우울불안, 주관적 안녕감, 자존감)을 조사였다. 연구결과 고등학생들의 학업동기 프로파일은 자율동기가 평균이상의 수준을 나타낸 ‘자율동기형(11.6%)’’, 모든 학업동기가 평균수준을 나타내는 ‘복합형(52.5%)’, 무동기만 평균이상을 나타내는 ‘무동기형(15.6%)’, 무동기와 통제동기가 평균이상의 수준을 나타낸 통제동기형(20.3%) 으로 구분되었다. 기본심리욕구, 학업적 및 심리적 결과변인과의 차이를 분석한 결과, 자율동기 프로파일에 속한 학생의 경우 기본심리욕구가 충족되었으며, 학업 및 심리적 결과변인에 가장 적응적이었다. 또한 무동기형과 통제동기 프로파일에 속한 학생들은 학업적 및 심리적 결과변인에 부적응적으로 나타나 동기의 위기상태를 보여주었다. 본 연구의 의의는 자기결정성 이론에 기반하여 학습동기 향상을 위한 맞춤형 교육의 방안을 제안할 수 있다는 것이다. The purpose of this study is to identify latent profiles of the self-determination theory(SDT) s academic motivation using latent profile modeling of high school students. Measures of academic motivation, basic psychological needs, academic and psychological outcome were collected from 474 (208 females, 266 males) in 9th and 10th graders. By the results of latent profile analyses, four classes of students were identified: high autonomous motivation(11.6%), combination motivation(52.5%), high amotivation classes(15.6%) and high controlled motivation(20.3%). To explore the features of classes, their relationships with basic psychological needs, academic and psychological outcome were compared. Findings support SDT that high autonomous motivation class was adaptive to academic and psychological outcome. The crisis academic motivation classes showed high amotivation classes and high controlled motivation clasess. Finally, theoretical implications of the academic motivation classes are discussed, as well as the tailored education applications of findings with regard to academic motivation profiles.

인문계 학생의 학업성취 결정요인

곽수란 한국교육사회학회 2006 교육사회학연구 Vol.16 No.3

Using a sample from the Korean Education Employment Panel(KEEP), the purpose of this study was to investigate academic achievement of academic high school students. Because academic achievement is affected by many types of contexts and variables, we are limited in how simply we can explain it. Therefore studies related to academic achievement are continuously being carried out according to different variables and subjects. This study examines how the traits of FAMILY, SCHOOL, TEACHER and STUDENT influence ACADEMIC ACHIEVEMENT and what their casual relationships are. The point of this study was to carry out comparative analysis of academic achievement of cognitive and affective outcomes. To define the variables that affect the academic achievement, I selected 5 latent variables(FAMILY, SCHOOL, TEACHER, STUDENT and ACADEMIC ACHIEVEMENT) and 13 observed variables. I used the SPSS and LISREL programs to analyze descriptive results, correlations, and paths. The findings of the study will be a framework for the understanding of structure for academic achievement. >이 연구는 한국교육고용패널(Korean Education Employment Panel)’ 데이터를 사용하여 인문계 고등학생의 학업성취 결정요인을 분석하였다. 학업성취는 다양한 맥락과 요인에 의해 영향을 받기 때문에 단순하게 설명하기에는 한계가 있다. 따라서 학업성취에 관련된 연구들은 변인과 영역을 달리하여 끊임없이 지속되어 오고 있다. 본 연구는 가정, 학교, 교사, 학생의 특성이 학업성취에 미치는 영향과 그 인과관계를 탐색하고 있다. 또한 이 연구의 핵심은 인지적 학업성취와 비인지적인 학업성취를 비교 분석하는 것이다. 즉, 각 요인이 인지적 학업성취와 비인지적 학업성취에는 어떠한 영향이 있으며, 그 인과관계 차이는 어떠한지 분석한 것이다. 분석방법은 가정, 학교, 교사, 학생, 학업성취인 5개 잠재변수와 13개의 측정변수를 구조방정식모형으로 구성하여 탐색하였다. 분석결과는 인문계 고등학생의 학업성취의 인과관계를 확인할 수 있으며, 또한 인지적 성취와 비인지적 성취 차이와 맥락을 탐색함으로써 교육 정상화를 위한 정보를 제공할 수 있을 것으로 여겨진다.

간호대학생의 셀프 임파워먼트와 학업적 자기효능감, 학습동기 및 성과의 관계

박인숙 ( In Sook Park ),이훈영 ( Hoon Young Lee ) 경희대학교 경영연구원 2013 의료경영학연구 Vol.7 No.4

This study investigates the influential relation amongst self-empowerment, academic self-efficacy, learning motivation and outcome of nursing students. And this study analysis the differences in the self-empowerment, academic self-efficacy, learning motivation and outcome by gender. The data was collected from nursing students through a structured questionnaire. The statistical analysis methods were frequency analysis, factor analysis, reliability analysis, t-test, and multiple regression analysis. The self-empowerment of nursing students was classified by the personal capability, self-determination and impact. The academic self-efficacy was classified by the confidence, self-regulation efficacy and task difficulty preference. In addition, the learning motivation was classified by the curiosity, expectation and attention. The self-empowerment of nursing students influenced the academic self-efficacy and learning motivation. Specially, self-determination was important factor for the academic self-efficacy, and impact was important factor for the learning motivation. The self-empowerment and learning motivation of nursing students influenced the learning outcome. Also, the confidence and self-regulation efficacy of the academic self-efficacy influenced the learning outcome. There were significant differences in the self-empowerment, academic self-efficacy, learning motivation and outcome by gender. The results of this study will provide basis data on the self-empowerment program and nursing education to excellent professional human of nursing field.

학업코칭 성과준거에 관한 델파이 연구 : K대학 학업코칭 프로그램을 중심으로

이아람(Lee, Ahram),이수연(Lee, Su Yeon) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.2

본 연구는 K대학에서 운영 중인 대학생 대상 학업코칭 프로그램을 중심으로 학업코칭의 성과에 대한 전문가들의 합의를 도출하고 학업코칭의 성과준거와 하위 요인을 도출하는 것을 목적으로 한다. 이를 위해 K대학 학업코칭 프로그램 전문가 10명을 델파이 패널로 구성하고 2020년 1월부터 4월까지 약 3개월 동안 총 3차례에 걸친 델파이 조사를 통해 성과 준거의 내용을 검토 및 수정하였다. 전문가 패널은 영역별로 대표성, 명확성 포괄성을 평정하였고, Lawshe(1975)의 내적 타당도 공식을 적용하여 CVR(content validity ratio)가 산출되었다. 연구 결과로 도출된 총 8개의 학업코칭 성과영역은 ‘피코치의 준비도 및 참여도’, ‘코치의 전문성’, ‘코치와 피코치 사이의 관계’, ‘코칭에 대한 전반적인 만족도’, ‘목표 관련 경험 및 성과’, ‘ 실천 경험 및 성과’, ‘인식의 변화 경험 및 성과’, ‘불편감 완화 경험 및 성과’이며, 세부 요인으로 총 35개의 항목이 도출되었다. 본 연구는 학업코칭만의 독특성 및 현장에서의 체험을 반영한 성과준거를 도출하였다는 점에서 의의가 있고, 이를 바탕으로 학업코칭 실무 및 후속 연구에 대한 시사점을 제시하였다. The current study aimed to derive consensus of experts on the outcome criteria and domains of academic coaching. A Delphi panel consisting of 10 experts who had experience with the academic coaching program at K University responded to three rounds of Delphi surveys, administered from January to April in 2020. The expert panel evaluated the domains based on representativeness, clarity, and inclusiveness, and the interval validity formula developed by Lawshe (1975) was implemented to calculate the content validity ratio (CVR). Eight outcome domains, consisting of 35 sub-domains, were identified, namely ‘readiness and participation of coachee’, ‘professionalism of coach’, ‘coach-coachee relationship’, ‘overall satisfaction with coaching’, ‘goal related outcome’, ‘practice related outcome’, ‘perceptional change related outcome’, and ‘easing discomfort related outcome’. This study is significant in that it identified the outcome criteria reflecting the unique characteristics and the field experiences of academic coaching. Based on the results, practical applications and implications for future study were discussed.

대학생의 학습참여와 고효과프로그램 참여가 학업성과에 미치는 영향

김미성,송윤숙 숭실대학교 영재교육연구소 2021 Global Creative Leader Vol.11 No.2

The purpose of this study was to identify the relationship between student engagement, high- impact practices, and academic outcomes for university students and to reveal how university student engagement in learning and participation in high-impact practices affects academic outcomes. To this end, 975 students who were enrolled in a university in Daejeon participated in K-NSSE, were analyzed for academic challenges, learning with peers, experience with professors, participation in learning about the university environment, participation in high-impact practice, and academic outcome. First, there was no significant difference by gender in the comparison of averages between groups for students' engagement in learning, participation in high-impact practices, and academic outcomes according to group characteristics. In the comparison between departments, the education department had the highest score in terms of Student engagement, participation in high-impact practices, and academic outcome overall. In the analysis of the impact relationship between student engagement and academic outcomes, it was confirmed that there were significant effects in the order of university environment, academic challenge, and experience with professors. Participation in high-impact practices also had a significant effect on academic outcomes. Based on the above research results, this study suggested that it is necessary to develop and operate curriculum and extracurricular programs that can improve academic 본 연구는 대학생을 대상으로 학습참여 및 고효과프로그램 참여와 학업성과 간의 관계를 확인하고, 대학생의 학습참여와 고효과프로그램 참여가 학업성과에 어떠한 영향을 미치는지를 밝히는 데 목적이 있다. 이를 위하여 대전 소재 A대학에 재학 중인 학생 중 학부교육실태조사(K-NSSE)에 참여한 975명을 대상으로 학업도전, 교우와 학습, 교수와의 경험, 대학 환경에 대한 학습참여와 고(高)효과 프로그램 참여, 학업성과를 분석하였다. 먼저 학생들의 집단 특성에 따른 학습참여, 고효과 프로그램 참여, 학업성과에 대한 집단 간 평균비교에서 성별은 유의미한 차이를 보이지 않았다. 계열 간 비교에서는 학습참여, 고효과 프로그램 참여, 학업성과 전반적으로 교육계열의 점수가 가장 높게 나타났다. 학습참여와 학업성과 간의 영향관계 분석에서는 교우와 학습을 제외하고 대학환경, 학업도전, 교수와의 경험 순으로 유의한 영향을 미치는 것을 확인하였다. 고효과프로그램 참여도 학업성과에 유의한 영향을 미쳤다. 이상의 연구결과를 토대로 본 연구에서는 학업성과를 높일 수 있는 교과 및 비교과 프로그램 개발 및 운영이 필요함을 제안하였다. 또한, 고효과프로그램 참여가 학생들의 성장경험을 통해 학업성과를 높인다는 점을 고려하여 고효과프로그램 개발과 운영을 통해 학생들의 학문적 자아개념 강화가 필요함을 제안하였다.

어머니와 아버지의 온정적 · 통제적 양육행동이 아동의 사회성 및 학업능력에 미치는 종단적 경로: 아동의 집행기능 곤란의 매개 역할

한영숙,정영선 한국아동학회 2022 아동학회지 Vol.43 No.3

Objectives: This study examined longitudinal pathways from mothers’ and fathers’ warmth and control to children’s prosocial and externalizing problem behaviors as well as academic outcome. The study also explored whether children’s executive functioning difficulty plays the mediating role in the links between mothers’ and fathers’ parenting behaviors and children’s social and academic outcomes. Methods: Participants were 1,671 children and their parents which were retrieved from the Panel Study on Korean Children. Direct relations between parenting variables and children’s social and academic outcomes were examined. Indirect effects of children’s executive functioning difficulty were also investigated in these associations. Structural equation modeling was used to analyze the longitudinal relations among maternal and paternal parenting behaviors, children’s executive functioning difficulty, and their social and academic outcomes. The bootstrapping method was also used to examine the indirect effects of children’s executive functioning difficulty in the links between parenting variables and children’s social and academic outcomes. Results: Mothers' and fathers' warm parenting was negatively related to children’s executive functioning difficulty, which in turn predicted their subsequent prosocial and externalizing problem behaviors, as well as academic outcome. Moreover, indirect relations between parenting variables and children’s social and academic outcomes via children’s executive functioning difficulty were found. Conclusion: The result of this study suggests the importance of parental warmth in children's social and academic outcomes. The present results also emphasize the role of children’s executive functioning difficulty as the pivotal mechanism that explains how mothers’ and fathers’ warm parenting predicts subsequent children’s outcomes in social and academic domains.

Continuous Improvement System on Outcome Planning and Assessment: Case Study of UFE

Munkhzaya Batbaatar(Munkhzaya Batbaatar ),Saranchimeg Nasanjargal(Saranchimeg Nasanjargal ) 적정기술학회 2023 적정기술학회지(Journal of Appropriate Technology) Vol.9 No.3

Purpose of Research: The move to outcome-based education necessitates a process of continuous improvement for academic programs including outcome-based planning, implementation, and assessment. UFE has been demonstrating a commitment to academic excellence through emphasizing outcome-based education since 2009. To do so, the university initiated and developed undergraduate program policy and regulations that indicate learning outcomes at each level including the course and programs. In other words, it shows how course learning outcomes support the programs and we constantly try to measure and evaluate them accordingly. Our learning outcomes model is based on a three-level hierarchically structured definition of learning outcomes that consistently apply to both the entire undergraduate program as well as to each individual course and faculty use this model to design, monitor, and revise both the entire curriculum as well as each individual course on an ongoing basis. As part of this development, the program learning outcomes are being integrated into the information system to link each course's learning outcomes. The new system will make it possible to perform a detailed data analysis to directly assess the program learning outcomes. The overall process guides the university in planning, improving, implementing, and monitoring based on stakeholder satisfaction and performance analysis. This research focuses on quantitative and qualitative analysis of program learning outcomes based on student performance and stakeholder assessment to determine educational achievement, and which can be used in the decision-making about developing or updating programs. 1. During the planning process, we developed a curriculum matrix mapping program learning outcomes onto each of the individual courses and its tasks that would be automated by our information system. So, based on this data, to ensure that all outcomes are covered in at least one course, and preferably more than one. 2. Reviewing the assessment results of determined learning outcomes and its performance. Additionally, Student self assessment is used for this investigation. 3. As well as stakeholders’ assessments are designed and used as significant indicators of educational achievement. So, the gap analysis was employed to examine differences between student performance and the stakeholders’ assessments. 4. To review external stakeholders’ assessment which learning outcomes are preferred or not and their expectations are met. Methods of Research: The research employs a mix of quantitative and qualitative data collection methods to comprehensively assess program education objectives (PEO) and program learning objectives (PLO) at UFE. The following research methods are used in this research. • Quantitative Analysis: Quantitative data from assessments and student performance is statistically analyzed to measure the achievement of program learning outcomes. This includes descriptive statistics, inferential statistics, and potentially regression analysis to identify significant factors influencing outcomes. • Qualitative Analysis: Qualitative data, including stakeholder assessments and student self-assessment narratives, is analyzed using thematic analysis or content analysis to identify recurring themes, patterns, and insights. • Gap Analysis: The gap analysis assesses the differences between student performance and stakeholder assessments, high lighting areas where perceptions may differ. • External Stakeholder Assessment Review: The preferences and expectations of external stakeholders are analyzed to determine which learning outcomes are preferred and if they align with UFE's educational objectives. • By employing these research methods, this study aims to contribute valuable insights into the continuous improvement system of UFE and provide evidence-based recommendations for enhancing the outcome planning and assessment processes within the institution.

인문계 학생의 학업성취 결정요인

곽수란 한국교육사회학회 2006 교육사회학연구 Vol.16 No.2

이 연구는 한국교육고용패널(Korean Education Employment Panel)’ 데이터를 사용하여 인문계 고 등학생의 학업성취 결정요인을 분석하였다. 학업성취는 다양한 맥락과 요인에 의해 영향을 받기 때 문에 단순하게 설명하기에는 한계가 있다. 따라서 학업성취에 관련된 연구들은 변인과 영역을 달리 하여 끊임없이 지속되어 오고 있다. 본 연구는 가정, 학교, 교사, 학생의 특성이 학업성취에 미치는 영향과 그 인과관계를 탐색하고 있다. 또한 이 연구의 핵심은 인지적 학업성취와 비인지적인 학업 성취를 비교 분석하는 것이다. 즉, 각 요인이 인지적 학업성취와 비인지적 학업성취에는 어떠한 영 향이 있으며, 그 인과관계 차이는 어떠한지 분석한 것이다. 분석방법은 가정, 학교, 교사, 학생, 학 업성취인 5개 잠재변수와 13개의 측정변수를 구조방정식모형으로 구성하여 탐색하였다. 분석결과는 인문계 고등학생의 학업성취의 인과관계를 확인할 수 있으며, 또한 인지적 성취와 비인지적 성취 차이와 맥락을 탐색함으로써 교육 정상화를 위한 정보를 제공할 수 있을 것으로 여 겨진다. Using a sample from the Korean Education Employment Panel(KEEP), the purpose of this study was to investigate academic achievement of academic high school students. Because academic achievement is affected by many types of contexts and variables, we are limited in how simply we can explain it. Therefore studies related to academic achievement are continuously being carried out according to different variables and subjects. This study examines how the traits of FAMILY, SCHOOL, TEACHER and STUDENT influence ACADEMIC ACHIEVEMENT and what their casual relationships are. The point of this study was to carry out comparative analysis of academic achievement of cognitive and affective outcomes. To define the variables that affect the academic achievement, I selected 5 latent variables(FAMILY, SCHOOL, TEACHER, STUDENT and ACADEMIC ACHIEVEMENT) and 13 observed variables. I used the SPSS and LISREL programs to analyze descriptive results, correlations, and paths. The findings of the study will be a framework for the understanding of structure for academic achievement.

학습동기가 학습성과에 미치는 영향에서 학습정서의 매개효과

신혜성(Shin Hyeseong) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.22

본 연구는 학습지원 비교과 프로그램 참여 학생의 학습동기와 학습성과 간의 관계에서 학습정서의 매개효과를 파악하는데 목적이 있다. 이를 위해 경기지역 4년제 대학 재학생 129명을 대상으로 2018년 4월 25일부터 4월 29일까지 온라인 설문조사를 실시하고, SPSS 25.0 통계 프로그램을 활용하여 자료를 분석하였다. 각 변인별 관계를 알아보기 위해 상관분석을 실시하였고, 학습동기와 학습성과 간의 관계에서 학습정서의 매개효과를 검증하기 위해 위계적 회귀분석을 실시하였다. 본 연구의 결과는 첫째, 학습동기, 학습성과, 학습정서 간에는 모두 정적 상관이 있는 것으로 나타났다. 둘째, 학습정서와 학습정서의 하위요인인 긍정정서, 부정정서는 학습동기와 학습성과 간의 관계를 부분매개 하는 것으로 나타났다. 따라서 본 연구결과에 따라 학습역량 강화 프로그램에서 학습동기, 학습정서를 고려한 다양한 교육이 진행되어야 할 필요가 있을 것이다. The purpose of this study is to identify the mediating effects of academic emotion in the relationship between learning motivation and learning outcome of students participating in the learning competency enforced Program. For this research, 129 students from four-year universities in Gyeonggi-do were surveyed and the data was analyzed using the SPSS 25.0 statistical program. Correlation analysis was performed to identify the relationship of each variable, and hierarchical regression analysis was performed to verify the mediated effect of academic emotion in the relationship between learning motivation and leading outcome. The results of this study showed that, first, there is a static correlation between learning motivation, leading outcome, and academic emotion. Second, positive emotion, negative emotion, sub-factors of academic emotion, were found to partially mediates the relationship between learning motivation and leading outcome. Therefore, based on the results of this study, it will have to be considered for various education programs that take into account learning motivation and academic emotion.