교수자의 학습코칭개입이 대학생의 자기주도학습전략, 학업적응성, 협력적 문제해결능력에 미치는 효과

The Effects of Instructor-Led Learning Coaching on University Students' Self-Directed Learning Strategies, Academic Adjustment, and Collaborative Problem-Solving Skills

본 연구는 교수자의 학습코칭 개입이 대학생의 자기주도학습전략, 학업적응성, 협력적 문제해결능력에 미치는 효과를 실증적으로 분석하고자 했다. 이를 위해 2025학년도 1학기 전북 소재 J대학교의 교양 교과목 「자기이해와 성장」에 참여한 41명을 대상으로, 자기주도학습전략 중심의 학습코칭 개입을 설계·운영했다. 사전・사후검사를 통해 자기주도성 지수 (LQ), 학업적응성, 협력적 문제해결능력의 변화를 측정하고, 대응표본 t검정으로 분석했다. 연구 결과, 첫째, 자기주도학습전략에서는 자기주도성 지수가 유의미하게 향상되었고, 학습전략유형의 긍정적 전환(정체형→성실형·주도형)과 행동특성 전반의 전략적 학습 행동 강화가 나타났다. 둘째, 학업적응성에서는 ‘학습노력’과 ‘학습행동통제’ 영역에서 유의미한 향상이 확인되었다. 셋째, 협력적 문제해결능력에서는 전반적 향상 경향이 나타났으나 통계적으로 유의하지 않았고, 하위영역 중 ‘집단촉진’에서만 유의미한 변화가 확인되었다. 이러한 결과는 정규 교과목에서 교수자의 학습코칭 개입이 대학생의 자기주도성, 학업적응성, 일부 협력역량향상에 효과적임을 보여준다. 이에 따라 대학 교육 현장에서 1학년 대상 교양교과목을 중심으로 학습전략 기반 교수자 학습코칭 개입을 정례화하고, 협력역량 강화를 이해 장기적·구조화된 협력활동 및 프로젝트(PBL) 도입이 필요하다.

This study aimed to empirically analyze the effects of instructor-led learningcoaching interventions on university students’ self-directed learning strategies, academic adjustment, and collaborative problem-solving skills. The participants were 41 students enrolled in the liberal arts course Self-Understanding and Growth at J University in Jeonbuk Province during the first semester of 2025. A learning coaching program focused on self-directed learning strategies was designed and implemented within the course. Pre- and post-tests were conducted to measure changes in the self-directedness index (LQ), academic adjustment, and collaborative problem-solving skills, and the data were analyzed using paired-sample t-tests. The results were as follows. First, in self-directed learning strategies, the self-directedness index showed a significant improvement, along with a positive shift in learning strategy types (from stagnant type to diligent or proactive type) and an overall strengthening of strategic learning behaviors across behavioral characteristics. Second, in academic adjustment, significant improvements were observed in the “learning effort” and “learning behavior control” domains. Third, although collaborative problem-solving skills showed an overall upward trend, the change was not statistically significant, except for a significant improvement in the “group facilitation” subdomain. These findings demonstrate that instructor-led learning coaching within regular courses can effectively enhance students’ self-directedness, academic adjustment, and certain aspects of collaborative competence. Based on these results, it is recommended that first-year liberal arts courses institutionalize learning strategy-based instructor coaching interventions and incorporate long-term, structured collaborative activities and project-based learning (PBL) to further strengthen collaborative competencies.