간호대학생의 학업적 자기효능감, 의사소통 능력이 셀프리더십에 미치는 영향

이경임,정경순 대한통합의학회 2022 대한통합의학회지 Vol.10 No.4

Purpose : This study examined how of nursing students affects their academic self-efficacy and communication ability on self-leadership. Methods : The subjects of this study included 269 nursing students enrolled in a college located in City B, South Korea during a period between June and July 2021. The collected data were analyzed using SPSS/WIN 22.0 program to compute frequency, percentage, mean and standard deviation and conduct t-test, ANOVA, Scheffe’s test, Pearson Correlation Coefficient, and multiple regression analysis. Results : The nursing students had average academic self-efficacy of 3.10±.42, communication ability of 3.78±.53, and self-leadership of 3.16±.44. Among the self-leadership sub-factors, self-reward was the highest with 3.94±.74 points. The academic self-efficacy of the subjects demonstrated a significant difference according to happiness index (F=8.83, p<.001) and health (F=3.38, p=.035). The communication ability showed a significant difference depending on year of study (F=5.62, p<.001), happiness index (F=5.95, p<.001), and experience of clinical training (t=-3.57, p<.001). The self-leadership demonstrated a significant difference according to year of study (F=4.28, p=.006), satisfaction with major (F=7.37, p<.001), happiness index (F=3.68, p=.013), and experience of clinical training (t=-3.41, p<.001). A positive correlation was observed between the subject’s academic self-efficacy and communication ability (r=.40, p<.001), as well as the academic self-efficacy and self-leadership (r=.45, p<.001). The communication ability (β=.36, p<.001) was proven to be the strongest influential factor on the self-leadership, followed by academic self-efficacy (β=.28, p<.001), satisfaction with major (β=.13, p=.011), and experience of clinical training (β=.13, p=.013). Conclusion : This study results imply that repeated studies that investigate the nursing students’ academic self-efficacy, communication ability, and self-leadership are required. Furthermore, efforts should be made to develop programs aimed at enhancing nursing students’ academic self-efficacy, communication ability, and self-leadership.

부산지역 유학생의 학습공동체 활동에서 협력적 자기조절, 협력적 자기효능감과 자기주도학습능력이 팀 효능감에 미치는 영향: 의사소통능력의 매개효과를 중심으로

홍웨이(Wei HONG),주빈원(Bin-Yuan ZHU),후춘우(Chun-Yu HOU),장박(Pu ZHANG),조진호(Jin-Ho CHO) 한국수산해양교육학회 2024 水産海洋敎育硏究 Vol.36 No.2

The purpose of this study is to analyze the mediating role of communication ability on the relationship between collaborative self-regulation, self-efficacy, self-directed learning ability, and team efficacy perceived by foreign students in the process of participating in the learning community. The collected data were analyzed using SPSS 20.0 and AMOS 24.0 programs. The analysis results can be summarized as follows. First, looking at the results of the path analysis on research question 1, First, cooperative self-regulation of foreign students had a significant influence on team efficacy. The positive effect of cooperative self-efficacy on team efficacy indicates that an individuals confidence in team activities can contribute to team motivation and performance. The positive effect of self-directed learning ability on team efficacy indicates that setting learning goals and active efforts for them are important to team success. Second, looking at the mediating results of research question 2, What is the mediating effect of communication ability in the process of cooperative self-regulation, cooperative self-efficacy, and self-directed learning ability of international students affecting team efficacy? The direct effect of cooperative self-regulation on team efficacy was 0.410, and the indirect effect through communication ability was 0.194. This is statistically significant, suggesting that the ability to control learning directly affects team success, and that communication ability plays an important role in this process. In addition, in the relationship between cooperative self-efficacy and team efficacy, the mediating effect of communication ability was confirmed to be 0.311, and the indirect effect was 0.119, which was also statistically significant. Through this analysis, we intend to find effective support methods to improve the learning community program for international students and improve learning outcomes.

간호대학생의 시뮬레이션 기반 교육에서 의사소통 자기효능감과 몰입이 의사소통 능력에 미치는 영향

노기옥 한국간호시뮬레이션학회 2019 한국간호시뮬레이션학회지 Vol.7 No.2

Purpose: This study aimed to investigate the correlation between self-efficacy in communication, flow, and nursing students’ competence in communication, and examined the effect of self-efficacy on communication, and the effect of flow on competence in communication. Method: Data of 123 fourth-year nursing students were collected using structured self-report questionnaires in simulation-based education. The data were analyzed using descriptive statistics, the independent t-test, one-way ANOVA, Pearson’s correlation coefficient, and hierarchical multiple regression. Results: Self-efficacy in communication, flow, and competence in communication were positively correlated. The final regression model showed that self-efficacy in communication and flow accounted for 31.4% of the variance in predictions of competence in communication. Additionally, self-efficacy in communication was the most influential factor. Conclusion: The study supports a strategy to improve self-efficacy in communication and flow by improving nursing students’ competence in communication in simulation-based education.

한국 디자인전공 대학생의 자아효능감, 만족감, 학업성취도간의 관계

안지선 ( Jisun An ),임낭연 ( Nangyeon Lim ) 한국디자인트렌드학회 2016 한국디자인포럼 Vol.53 No.-

연구배경 디자인 크리틱은 교육환경에서 강의자와 학생, 때로는 초청된 전문 디자이너 간에 형식적 혹은 비형식적으로 이루어지는 의사소통의 상호작용이다. 지금까지 많은 디자인 교육자들은 학생들이 크리틱의 학습 효과를 어떻게 인지하는지 연구해왔다. 더불어 교육학 연구자들은 자아효능감이 학습 수행에 영향을 주는 중요한 요인 중의 하나임을 연구해왔다. 디자인교육에서는 자아효능감이 학생들의 실제 학습 성취 능력인 성적에 어떠한 영향을 미치는지에 대한 연구는 아직 미비한 실정이다. 따라서 이 연구를 통해서 디자인교육에서의 자아효능감 및 수업 활동 만족도가 디자인 교육의 실제 학업 성취와 어떤 관련을 가지는지 여러 측면에서 양적으로 측정하고자 한다. 연구방법 디자인 전공수업에서 효능감과 성적의 관계를 분석하기 위해 Gaffney가 개발한 3가지의 측정 도구를 사용하였다. 그 3가지 도구는 Critique Self-efficacy, Studio Self-efficacy, and Design Communication Competence이다. 2016년 5월에서 6월 사이 K 대학교의 디자인전공 44명의 학생을 대상으로 설문 조사를 실시하였다. 설문조사의 결과는 SPSS 통계 패키지로 변인의 이변량 상관 분석, 중다 선형 회귀 분석, 요인분석으로 분석하였다. 연구결과 첫째, 디자인 활동과 관련된 학생들의 효능감은 학생들의 주관적 예상 성적은 유의하게 예측하였으나 객관적 학업 성취인 학점은 예측하지는 못하였다. 단, 실제 성적은 Studio Self-efficacy에 의해 유의한 수준에서 정적으로 예측되었다. 둘째, 크리틱 활동에 대한 만족도는 디자인 활동과 관련된 Self-efficacy 및 Design Communication Competence과는 모두 정적 상관을 가졌으나 최종 학점을 예측하지는 않았다. 마지막으로, Team Critique 만족도보다 Final Critique 만족도가 예상학점과 실제 성적과 더 강한 상관을 가졌다. 결론 본 연구는 국내 디자인 교육자들이 수업 중 크리틱을 활용할 때 학생들의 효능감과 수행력을 이해하고 이런 요인들이 학습 성취와 어떠한 관계를 가지는지를 이해할 수 있는 유용한 자료로 활용되리라 기대한다. Background Design critique in an educational setting is a communicative interaction between an instructor and students, sometimes with invited professionals through formal and informal feedback. Numerous design educators have investigated how students perceive the learning benefits of critiquing. Although education researchers have found that self-efficacy is one of the key factors in academic performance, researchers in design education rarely conducted studies on how self-efficacy influences students` grades as academic outcomes. Thus, in this paper, we aim to quantitatively investigate how efficacies in design education relate with academic outcomes and students` satisfaction from various aspects. Methods To find the relationship between efficacy in design studios and grades in design projects, we used three scales developed by Gaffney: Critique Self-efficacy, Studio Self-efficacy, and Design Communication Competence. We surveyed forty-four design students at K University from May 2016 to June 2016. An SPSS Statistics software was used to analyze the survey results. To conduct this analysis, we used bivariate correlation analysis, multiple linear regression analysis, and factor analysis. Result First, students` efficacy predicted their anticipated grades, but not their final letter grades. In contrast, final letter grades are marginally correlated with Studio Self-efficacy. Second, satisfaction in critique activities positively correlates with Critique Self-efficacy, Studio Self-efficacy, and Design Communication Competence. However, this satisfaction did not predict final letter grades either. Lastly, satisfaction with Final Critique was more strongly correlated with both anticipated letter grades and final letter grades than satisfaction with Team Critique. Conclusion This study would help Korean design educators who are utilizing a critiquing method to understand their students` efficacy and competence and how the factors relate with academic outcome.

대학생의 학습공동체 활동에서 협력적 자기조절, 협력적 자기효능감과 팀 효능감, 문제해결력 간의 관계에 대한 의사소통능력의 매개효과

박미정(Mee Jung Park),박성희(Sung Hee Park) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.11

목적 본 연구는 대학생의 학습공동체 활동에서 학습 성과를 촉진하고 효율적인 지원 방안을 모색하기 위해 학습자의 협력적 자기조절, 협력적 자기효능감과 팀 효능감, 문제해결력 간의 관계에 대한 의사소통능력의 매개효과를 검증하고자 하였다. 방법 이를 위하여 경기도 소재 A대학교 교수학습개발센터에서 2021-1학기에 운영된 학습공동체 프로그램에 참여한 대학생 509명을 대상으로 자료를 수집, 분석하였다. 의사소통능력이 협력적 자기조절, 협력적 자기효능감과 팀 효능감, 문제해결력 간의 관계를 매개하는지 알아보기 위해 매개 회귀분석을 실시하였으며, 매개효과의 유의성을 확인하기 위해 Sobel검증을 하였다. 결과 연구결과, 협력적 자기조절, 협력적 자기효능감과 팀 효능감의 관계에서 의사소통능력이 부분매개효과가 있는 것으로 나타났으며, 협력적 자기조절, 협력적 자기효능감과 문제해결력의 관계에서 의사소통능력이 부분매개효과가 있는 것으로 나타났다. 결론 연구 결과를 통해 대학생의 학습공동체 활동에서 학습자들의 협력적 역량은 학습 성과 증진과 핵심역량 개발에 효과적이라는 것과, 학습공동체 활동에서 의사소통능력이 중요한 요인임을 규명하였다. 이를 바탕으로 학습공동체 활동에서 학습자들의 원활한 상호작용과 협력적 역량, 의사소통능력 수준을 높일 수 있는 지원책이 필요하다는 점을 강조한다. Objectives This study examines the mediating effect of communication skills on the relationship between learners' collaborative self-regulation, collaborative self-efficacy, team efficacy, and problem solving skills in order to promote learning outcomes and find efficient support measures in university students' learning community activities. Methods To this end, data were collected and analyzed from 509 university students who participated in the learning community program operated in the 2021-1 semester at the A University Center for Teaching and Learning in Gyeonggi-do. Mediated regression analysis was conducted to find out whether communication skills mediates the relationship between collaborative self-regulation, collaborative self-efficacy, team efficacy, and problem solving skills. In addition, Sobel test was used to test the significance of the mediation effect. Results As a result of the study, it was found that communication skills had a partial mediating effect in the relationship between collaborative self-regulation, collaborative self-efficacy, and team efficacy. In addition, it was found that communication skills had a partial mediating effect in the relationship between collaborative self-regulation, collaborative self-efficacy, and problem solving skills. Conclusions Base on the research results, it was identified that the collaborative competencies of learners in the learning community activities of university students are effective in enhancing learning outcomes and developing core competencies. In addition, it was confirmed that communication skills is an important factor in learning community activities. It emphasizes the need for support to increase the level of learners' interaction, collaborative competency, and communication skills in learning community activities.

청소년이 지각한 부모와의 의사소통과 자기효능감 및 휴대폰 의존간의 관계

전효선 ( Hyo Sun Jeon ),정혜정 ( Hey Jeong Chung ),이주연 ( Ju Yeon Lee ) 한국가족관계학회 2014 한국가족관계학회지 Vol.18 No.4

This study was to examine the relationships among parent-child communication(father`s open communication, problematic communication, mother`s open communication, problematic communication), self-efficacy(self-confidence, self-regulatory efficacy, preference for task difficulty), and mobile device dependence(compulsive-withdrawal symptoms, difficulty in controlling, dependency symptom) perceived by adolescents. The data were collected by self-administered questionnaire method from 244 male and 322 female middle school and first, second of high school at Jeonju in Jeollabuk-do. The major results of this research were as follows. First, there were significant differences in parent-child communication, self-efficacy, and mobile device dependence according to the gender, type of school middle and high school students, mother`s occupation, mobile using time, user`s time of day and charges of mobile. Second, Self-regulatory was negatively correlated with mobile device dependence and problematic communication, and was positively correlated with open communication of parent-child communication. Problematic communication of parent-child communication was positively correlated with mobile device dependence, and open communication was negatively correlated with mobile device dependence. Finally, the hierarchical multiple regression analysis revealed that mobile using time, charges of mobile, mother`s problematic communication of parent-child communication and self-confidence of self-regulatory had a significant influence on mobile device dependence.

아동기 행동억제와 대인관계 자기효능감, 모의 촉진적 의사소통의 관계

이은혜(Eun-Hye Lee),정윤경(Yoon-Kyung Jeong) 숭실대학교 부부가족상담연구소 2018 가족과 상담 Vol.8 No.1

본 연구에서는 아동기 행동억제와 대인관계 자기효능감, 모의 촉진적 의사소통의 관계를 알아보고자 하였다. 이를 위해 경기, 인천, 충청지역의 초등학교 학생 총 393명을 연구의 대상으로 하여 회고적 자기보고식 행동억제 질문지와 대인관계 자기효능감 척도, 모의 촉진적 의사소통 척도를 포함하는 설문조사를 실시하였고 분석 결과는 다음과 같다. 첫째, 행동억제와 대인관계 자기효능감 간에 유의미한 부적상관이 나타났다. 이는 행동억제가 높은 아동이 대인관계 상황에서 자신이 잘 할 수 있다는 신념이 낮음을 의미한다. 특히 행동억제의 하위요인인 수줍음이 대인관계 자기효능감과 유의미한 부적상관을 보여 수줍음을 많이 타는 아동이 대인관계 자기효능감이 낮음을 알 수 있다. 둘째, 촉진적 의사소통과 대인관계 자기효능감 간에 유의미한 정적상관을 보여, 모와의 촉진적 의사소통 수준이 높은 아동은 자신의 대인관계 자기효능감을 높다고 지각하였다. 셋째, 행동억제의 하위요인인 단순공포와 사회성에 대한 자기효능감의 관계에서 모의 촉진적 의사소통의 하위요인인 수용성의 중재효과가 나타났다. 다시 말해 단순공포 수준이 낮고 모와 높은 수준의 수용적 의사소통을 하는 아동은, 단순공포 수준이 높고 모와 낮은 수준의 수용적 의사소통을 하는 아동에 비해 사회적 상황에서 대인관계 상황을 잘 숙달할 수 있다는 자기효능감이 높음을 의미한다. 본 연구는 이러한 결과를 통해 기질적 취약성으로 알려진 아동의 행동억제 수준에 따른 대인관계 자기효능감이 어떠한지를 알아보고 모의 촉진적 의사소통 수준에 따른 대인관계 자기효능감의 차이와 이들의 관계를 중재하는지를 확인하였다. The purpose of this study is to examine that relation among behavioral inhibition, interpersonal self-efficacy and mother s facilitative communication. For this study, 393 elementary school students in Gyeonggi, Incheon, and Chungcheong provinces were asked to complete Retrospective Self-Report Inhibition, Interpersonal self-efficacy scale and Facilitative Communication scale for this study. The results of this study are as follows. First, there was a significant negative correlation between behavioral inhibition and interpersonal self-efficacy. This means children with high behavioral inhibition were low in self confidence in a social situation. Especially, shyness, which is a sub-factor of behavioral inhibition, showed a significant negative correlation with interpersonal self-efficacy. Shy children s interpersonal self-efficacy is lower than less shy children s. Second, facilitative communication and interpersonal self-efficacy showed a positive correlation. This suggests that children who facilitative communication with their mother also perceive their interpersonal self-efficacy to be high. Third, accepting, sub-factor of facilitative communication, showed a moderation effect between simple fear, which is a sub-factor of behavioral inhibition, and perceived social self-efficacy. Based on these findings, the relation between behavioral inhibition, interpersonal self-efficacy, and mother s facilitative communication in children who are perceived to have temperamental difficulties were examined.

예비 체육교사의 프로젝트기반학습 경험이 협력적 자아효능감과 의사소통능력 및 자기주도학습 역량에 미치는 영향

홍석호 한국코칭능력개발원 2024 코칭능력개발지 Vol.26 No.7

이 연구는 예비 체육교사의 프로젝트기반학습에서 경험한 협력적 자아효능감과 자기주도학습 역량 간의 관계 검증과 협력적 의사소통능력의 매개효과를 통하여 예비 체육교사의 프로젝트기반 학습경험이 프로젝트기반 수업의 장점을 반영한 수업설계를 할 수 있는역량 강화에 대한 기초자료를 제시할 목적이 있다. 이를 위해 수도권 소재 S대학의 체육교육과 전공교육학 강좌를 수강한 50명을 대상으로 협력적 자기효능감, 협력적 의사소통능력, 자기주도학습 역량 변인의 자기보고식 설문을 조사하였다. 설문 조사 결과에 대한이중 검증으로 표적집단심층면접을 실시하였다. 협력적 자기효능감과 자기주도학습 역량의 관계를 알아보고자 단순회귀분석을 실시하였고, 협력적 의사소통능력이 협력적 자기효능감과 자기주도학습 역량의 관계를 매개하는지 알아보기 위해 미개 회귀분석을 실시하였다. 매개 효과의 유의성을 확인하기 위해 소벨 테스트를 실시하였다. 프로젝트기반학습으로 설계된 학습경험을 통한 연구 결과 첫째, 중등 예비체육교사가 인식한 협력적 자기효능감은 자기주도학습 역량에 통계적으로 유의한 수준에서 정적 영향을 미치는 것으로 나타났다. 둘째, 중등 예비 체육교사가 인식한 협력적 의사소통능력은 협력적 자기효능감과 자기주도학습 역량 간에 통계적으로 유의한수준에서 정적 영향을 미치는 것으로 나타났다. 이를 보완하기 위한 포커스 그룹 인터뷰에서는 프로젝트기반 수업설계시 협력적 자기효능감인식과 의사소통능력 및 자기주도학습 역량 강화를 위해 협력적 자기효능감을 인식하고 의사소통능력을 향상할 수 있는 학습환경 조성이 필요함을 시사하였다. The purpose of this study was to examine the relationship between pre-service physical education teachers‘ collaborative self-efficacy and self-directed learning competence experienced in projectbased learning and the mediating effect of collaborative communication competence, and to provide basic data on how pre-service physical education teachers’ project-based learning experiences can enhance their competence to design lessons that reflect the advantages of project-based instruction. To this end, a self-report questionnaire on the variables of collaborative self-efficacy, collaborative communication skills, and self-directed learning competence was administered to 50 students who took a course in the major of physical education at S University in the metropolitan area. Targeted group in-depth interviews were conducted as a double validation of the survey results. A simple regression analysis was conducted to examine the relationship between collaborative self-efficacy and self-directed learning competence, and a micro-regression analysis was conducted to examine whether collaborative communication competence mediated the relationship between collaborative self-efficacy and self-directed learning competence. Sobel test was conducted to check the significance of the mediating effect. The results of the study through the project-based learning experience showed that: first, pre-service physical education teachers' perceived collaborative self-efficacy had a statistically significant and static effect on self-directed learning competence; second, pre-service physical education teachers' perceived collaborative communication skills had a statistically significant and static effect on the relationship between collaborative self-efficacy and self-directed learning competence; and third, pre-service physical education teachers' perceived collaborative communication skills had a statistically significant and static effect on self-directed learning competence. The results of the focus group interviews suggested that it is necessary to create a learning environment that can enhance collaborative self-efficacy perception and communication skills and self-directed learning competence in order to enhance collaborative self-efficacy perception and communication skills in project-based lesson design.

취학 전 조음·음운장애 아동의 내면적 특성 연구

조양아(Yang A Jo),김유경(Yu Kyung Kim) 한국언어치료학회 2017 言語治療硏究 Vol.26 No.3

청각장애대학생의 자아정체감, 자기효능감, 의사소통양식 간의 관계 연구

이정우,최성규 한국특수교육학회 2015 특수교육학연구 Vol.49 No.4

In this hearing impaired college students oriented study, the researcher tried to understand the relationships between self-identity, self-efficacy and communication style affecting the students and to present supporting methods that the hearing impaired students in school education could generate desirable self-identity and self-efficacy. As of September 2014, 343 students of 37 universities were joined in this study as participants and relevantly reliable 240 copies from the 247 copies surveyed between September 1 and September 26 were used for a final coding. Then final questionnaire was made by factor analysis and reliability analysis. And t/F test or one way analysis of variance was performed on self identity, self-efficacy and communication style of the participants according to background variables. In addition correlation analysis and regression analysis were conducted on their self identity, self-efficacy and communication styles. The conclusion of each is presented in the following two things. First, focusing on the background variables analysis of self-identity, self-efficacy andcommunication styles of the hearing impaired college students, self identity is affected by the variables such as hearing impairment onset, disability class, parent’s sign language ability and special school experience. Self-efficacy is affected by gender and disability class. Also communication style is affected by the following variables such as disability class, assisting devices, one of the parents’ hearing disability status quo, sign language ability of their parents, special school experience. Secondly, concerning the study on relationships between self-identity, their self-efficacy, and their recognition of communication styles of the hearing impaired college students, it is perceived that a disability acceptance factor of special self-identity has a mutual influence with self-efficacy which is applied to confidence, preference of task difficulty and self-control. A sign language factor has an effect on both deaf identity and deaf culture recognition in special self-identity. A self-respect factor, a role recognition factor and a sociability factor in the universal self-identity are linked mutually to a preference of task difficulty factor, a confidence factor and a self-control factor in self-efficacy. 이 연구에서는 청각장애대학생을 대상으로 자아정체감과 자기효능감, 의사소통양식 간의 관계를 분석함으로써 학교교육에서 청각장애학생의 바람직한 자아정체감과 자기효능감 형성을 지원할 수 있는 방안을 제안하고자 하였다. 2014년 9월 현재 37개 대학교 343명이 연구대상자로 선정되었으며, 연구기간인 2014년 9월 1일~9월 26일에 설문에 응답한 247건 중 신뢰롭게 응답한 240건을 최종 코딩하였다. 이후 요인 분석과 신뢰도 분석을 통해 최종 설문 문항을 선정하였다. 그리고 배경변인별로 자아정체감, 자기효능감, 의사소통양식에 대해 독립표본 t검증 또는 일원분산분석을 실시하였다. 또한 자아정체감과 자기효능감, 의사소통양식에 대한 상관관계 분석과 회귀분석을 실시하였으며, 각각의 결론은 다음의 두 가지로 요약된다. 첫째, 청각장애대학생의 자아정체감, 자기효능감, 의사소통양식의 배경변인별 분석에서 자아정체감은 장애 발생 시기, 장애등급, 부모 수화 능력, 특수학교 경험 유무 배경변인의 영향을 받는다. 그리고 자기효능감은 성별과 장애등급 배경변인의 영향을 받는다. 또한 청각장애대학생의 의사소통 양식은 장애등급, 보장구 형태, 부모 중 청각장애 유무, 부모 수화 능력, 특수학교 경험 유무 배경변인의 영향을 받는다. 둘째, 청각장애대학생의 자아정체감, 자기효능감, 의사소통양식 간의 관계에서 특수적 자아정체감의 장애수용 요인은 자신감 요인, 과제 난이도 선호 요인, 자기조절 요인에 해당되는 자기효능감과 상호 영향을 주고 받는다. 그리고 특수적 자아정체감의 농정체감 요인 및 농문화 인식 요인은 의사소통양식의 수화 요인과 영향을 주고 받는다. 또한 보편적 자아정체감의 자아존중 요인, 역할인지 요인, 친화력 요인은 자기효능감의 과제 난이도 선호 요인, 자신감 요인, 자기조절 요인과 상호 영향력이 있다.