웹기반 블랜디드 러닝에서 자기주도학습 준비도에 영향을 미치는 요인 분석

다국어 초록 (Multilingual Abstract)

This study explored the relationship among self-regulated learning, school adjustment behavior, academic burnout, self-determination, and participation in e-Learning in web-based blended learning. In addition, this study also examined whether or not school adjustment behavior variation mediated the relation between academic burnout and self-regulated learning variation. In order to achieve these aims, a total of 189 college students participated in this study. At the beginning and at the end of the semester, college students were asked to complete a questionnaire that included self-regulated learning, and school adjustment behavior. Self -determination and academic burnout were measured at the end of the semester. In addition, login records of the MOODLE site were used for participation in e-Learning. The collected data were analyzed using correlation analysis and regression analysis.
The results of this study were as follows. Firstly, in the repeated measurement study, the self-regulated learning and the school adjustment behavior of college students showed significant change during the fall semester. Secondly, when the participation in e-Learning, school adjustment behavior variation and self- determination were high, along with a low academic burnout, then the greater the self-regulated learning was at the end of the semester. Thirdly, college students tended to display higher self-regulated learning variation during the fall semester, when they perceived that school adjustment behavior variation was high and academic burnout was low. Finally, the results highlighted that school adjustment behavior variation mediated the relation between academic burnout and self-regulated learning variation.