대학교육에서 성적 우수 학습자의 자기주도학습역량 요인 탐색 = Exploring the Factors of Self-Directed Learning Competency of the Highest Academic-Achievement Learners in Higher Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to determine the critical factors of self-directed learning competency (SDLC) in higher education by exploring the competencies of the highest academic achievement learners. 1,000 college students participated in the survey of this study. 149 of the participants were the highest academic achievement learners classified over 4.0 of the grades. The survey questionnaire included 33 items measuring self-directed learning competencies with the 4-point Likert scale and 10 items of demographics. The survey items were modified from previous studies based on Self-Directed Learning Competency Questionnaire (SDLCQ), SDLCQ of the highest performers. The main results are as follows. First, four factors were derived from self-directed learning competencies of the highest academic-achievement learners: 1) Strategic learning skill, 2) Value belief about learning, 3) Learning flow, and 4) Inquiry learning strategies. Second, there were significant differences between higher achievers and general college students. Finally, two factors -Value belief about learning and Learning flow- were critical competencies to identify the highest academic achievement learners. As the results, implications and suggestions were discussed.

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