일 대학생들의 학습전략 인식과 자기주도학습 능력에 대한 관계연구

A Study on the Relationship of Learning Strategy Awareness to Self-Directed Learning Capabilities in College Students

The purpose of this study was to examine different variables related to the self-directed learning capabilities of college students in an effort to lay the foundation for the development of educational programs geared toward enhancing the academic achievement of college students. After a survey was conducted, the answer sheets from 837 respondents were analyzed except for the data from 34 students that were incomplete or included unfaithful answers. The female students got a mean of 27.23 in learning strategy awareness, and the male students got a mean of 26.52. The female students scored higher than the male students, and the difference was statistically significant (t=-4.676, p<.01). Learning strategy awareness had a positive correlation with learning motivation (r=.354, p<.01), learning process management (r=.345, p<.01) and the use and management of learning resources (r=.329, p<.01). As a result of analyzing what impact learning strategies had on self-directed learning capabilities, the regression model turned out significant (F=25.875, P<.001), and the adjusted coefficient of determination (Adj R2) of it that indicated explainability was 17 percent. The factor that exercised the largest influence on the learning strategy awareness of the college students was learning motivation (.197), followed by learning process management (.164) and the use and management of learning resources (.139). The above-mentioned findings suggest that in order to boost self-directed learning capabilities, it s required to develop the kind of educational programs that aim at raising awareness of learning outcome evaluation and learning activity sustain ability, which respectively belong to the cognitive domain and the behavioral domain.