대학생의 학습몰입과 관련변인들의 구조적 관계

Abstract

The Structural Relationship between College student's Learning Flow and Related Variables

Jin Young Lee

Interdisciplinary program of Educational Consulting The Graduate School, Pukyong National University

Abstract

The purpose of this research study is to understand structural relationships between learning flow, achievement emotion, self-efficacy, ego-resilience, social support, and autonomy support. To achieve the purpose, this study selected, as the research subjects, 489 boy and girl undergraduates at three 4-year colleges in Busan area to conduct a questionnaire survey. Total 451 ones except for 38 questionnaire copies that showed missing or unfaithful responses were utilized as the analysis data of the final result. Regarding the number of the questionnaire data collected and analyzed according to gender, boy and girl students amounted to 222 (49.2%), and 229 (50.8%), respectively in turn. Reliability that this study utilized and analyzed according to sub-factors was measured as .77~.94 which is at a moderate level. Also this study analyzed factor loading through the confirmatory factor analysis to test convergent validity and discriminant validity before verifying structural relationships. Firstly, this research study tested the structural relationships of variables that influence undergraduates' learning flow. According to the result, Research Model 1 indicates that ego-resilience has positive effects on positive emotion and self-efficacy, and exerted positive effects on learning flow through positive emotion and self-efficacy, mediating factors. Meanwhile, it is identified that social support has negative effects on positive emotion and self-efficacy, and exerted negative effects on learning flow through positive emotion and self-efficacy, mediating factors. It was found that positive emotion and self-efficacy, mediating variables, show positive effects on learning flow. Research Model 2 describes that ego-resilience shows negative effects on negative emotion, while having positive effects on self-efficacy and learning flow. Also ego-resilience exerts positive effects on learning flow through negative emotion and self-efficacy, the mediating factors. Social support gives positive effects on negative emotion, and negative effects on learning flow through negative emotion, the mediating factor. Meanwhile, it does not have significant effects on self-efficacy. It is shown that negative emotion and self-efficacy have negative and positive effects on learning flow, respectively in turn. Concerning autonomy support, there are no significant results in the two models. Subsequently, this study conducted multivariate analysis and latent means analysis in order to analyze differences of learning flow and the related variables according to gender. The analytic outcome reveals that boy students have experienced learning flow more compared with girl students. Regarding self-efficacy, ego-resilience and autonomy support, it is also shown that boy students are above girl students. Concerning achievement emotion, on the other hand, it is demonstrated that girl students have experienced negative emotion more than boy students. Lastly, there was a test about whether structural relationships between learning flow and the related variables show differences according to gender, According to the result, all the research models 1 and 2 put an equality constraint on path coefficient; yet there are hardly differences in suitability of the models, which is applied to both groups of boy and girl students at the equivalent level. This research study is of significance in that it examined relationships between variables that influence learning flow, as a whole, and this study was greatly significant in that it investigated the roles of achievement emotion in the course of learning flow, above all.

Key word: learning flow, achievement emotion, self-efficacy, ego-resilience, social support, autonomy support