학습코칭 프로그램이 대학생의 자기조절 학습전략에 미치는 효과: 스터디그룹 프로그램 참여자를 중심으로

The Effect of a Learning Coaching Program on University Student’s Self-Regulated Learning Strategies: Focusing on Study Group Program Participants

This study aimed to empirically investigate the effects of a structured learning coaching program on the self-regulated learning strategies of university students. A total of 84 participants, all of whom had voluntarily participated in a study group program, were assigned to either an experimental or control group, with the experimental group engaging in an eight-week program. Pre- and post-intervention data were collected using the SLT Self-Regulated Learning Strategy Test and analyzed via Multivariate Analysis of Covariance (MANCOVA) using SPSS 30.0. Results showed significant enhancements in cognitive strategies such as memory, metacognition, and comprehension, as well as behavioral strategies including time and environmental management, execution, and resource utilization. However, there was no statistically significant difference in motivational strategies, possibly due to the high baseline motivation among participants already actively involved in study groups. These findings suggest that learning coaching programs can effectively support university students in building stronger learning habits and greater self-directed learning capabilities.