조절초점, 학습몰입, 학습성과 간의 구조적 관계분석

An Examination of the Structural Relationships Among Regulatory Focus, Learning Flow and Learning Outcomes

The purpose of this study is to examine the mediating effect of learning flow on the influence of the regulatory focus variables on learning outcomes. In this study, regulatory focus was set as the independent variable, learning outcomes as the dependent variable and learning flow as the mediating variable. For this study, a survey was conducted among 215 university students in South-Korea. The data was analyzed statistically utilizing a Structural Equation Model using SPSS 20.0 and AMOS 20.0. The results of this study were as follows. First, promotion focus has a positive effect on learning flow. Second, prevention focus was found to be insignificant and negatively related to learning flow. Third, promotion focus was found to be significant and positively related to learning outcomes. Fourth, prevention focus has a negative influence on learning outcomes. Fifth, learning flow was found to be insignificant and positively related to learning outcomes. The findings suggest that learning flow plays a role by partially mediating between promotion focus and learning outcomes. Therefore, it is necessary to train learners to adopt regulatory focus in order to improve learners’ learning outcomes. The theoretical implications of this study are that they found the new path that leads to a promotion focus and a prevention focus as a factor of learning flow.