대학생의 학업적 자기효능감 및 메타인지가 학업성취에 미치는 영향

Abstract

The purpose of this research is to understand the influence of academic self-efficacy(ASE) and metacognition on academic achievement among university students. A survey was conducted on 310 students in 2nd, 3rd, and 4th grades at 2 universities in Busan, and 305 copies were collected but 301 copies were used because the rest four have many missing values. The ASE, which was developed and validated by A-Young Kim and In-Young Park(2001) as a research tool, was utilized to measure the ASE of university students. Furthermore, MAI which was developed by Schraw and Dennison(1994) was carried out to utilized to measure the metacognition of university students. The major findings of this research is as follows. First, the results of the Pearson's Correlation Analysis of ASE, metacognition, and academic achievement were found to be positively correlated with metacognition(r=.554, p<.001). It showed a positive correlation with academic achievement as well(r=.229, p<.001). Metacognition has a positive correlation with academic achievement(r=.285, p<.001). In addition, the correlations among the sub-variables showed that most of the ASE sub-variables, metacognitive sub-variables, and academic achievement were positively correlated. However, there had no correlation between academic achievement, self-confidence, difficulty with preference, error correction, and confidence and error correction. Second, the influence metacognition of academic achievement was 8.1%(R²=.081), and the regression equation was statistically significant(F=26.418, p=.000). Also, metacognition has a positive effect on academic achievement(B=.338, p=.000). The explanatory power of self-regulation efficacy on academic achievement was 11.5%(R²=.115), and the regression equation was statistically significant(F=38.792, p=.000). Also, self-regulation efficacy had a positive effect on academic achievements(B=.334, p=.000). Third, the self-regulation efficacy and the explanatory power of the plan for academic achievement were 13.0%(R²=.130), and the explanatory power of the plan additionally explained 1.5%. Also, the self-regulation efficacy was found to had a positive effect on academic achievement(B=.251, p=.000), and the plan also had a positive effect on academic achievement(B=.147, p=.005). This research examined the influence of metacognition of university students on academic achievement, and in particular, it was found that self-regulation efficacy among sub-variables of ASE has explanatory power in academic achievement.

Keywords: academic self-efficacy, metacognition, academic achievement