대학 성인학습자의 학업적 자기효능감이 자기조절학습을 매개로 학습지속의도에 미치는 영향

Academic Self-Efficacy and Learning Persistence in Adult University Learners: Mediating Effects of Self-Regulated Learning

본 연구는 강원 지역 4년제 대학 성인학습자 228명을 대상으로 학업적 자기효능감이 학습지속의도에 미치는 영향에서 자기조절학습의 매개역할을 분석하였다. SPSS와 AMOS를 활용하여 신뢰도·타당도 검증, 확인적 요인분석, 구조모형 분석 및 부트스트랩 매개효과 검정을 수행하였다. 분석 결과, 학업적 자기효능감은 자기조절학습에 유의한 정(+)의 영향을 미쳤고( =.846, p<.001), 자기조절학습은 학습지속의도를 유의하게 예측하였다( =.772, p<.001). 반면, 학업적 자기효능감의 학습지속의도에 대한 직접효과는 유의하지 않았다(β=–.045, p=.692). 부트스트랩 500회로 검증한 간접효과의 95% 신뢰구간이 0을 포함하지 않아 완전매개가 확인되었다. 이러한 결과는 성인학습자의 학업 지속을 높이기 위해 자기효능감 증진만큼이나 자기조절학습 역량 강화가 필수적임을 제시한다.

This study analyzed the mediating role of self-regulated learning in the relationship between academic self-efficacy and learning persistence among 228 adult learners enrolled in four-year universities in the Gangwon region. Using SPSS and AMOS, reliability and validity tests, confirmatory factor analysis, structural model analysis, and bootstrapping mediation tests were conducted. The results showed that academic self-efficacy had a significant positive effect on self-regulated learning (β = .846, p < .001), and self-regulated learning significantly predicted learning persistence (β = .772, p < .001). In contrast, the direct effect of academic self-efficacy on learning persistence was not significant (β = –.045, p = .692). The 95% confidence interval of the indirect effect, verified through 500 bootstrap samples, did not include zero, confirming a full mediation effect. These findings suggest that enhancing self-regulated learning competencies is as crucial as improving self-efficacy in promoting the learning persistence of adult learners.