대학생의 개인특성, 학습경험, 학습 만족도 및 학습성과의 구조적 관계

Abstract

Objectives The purpose of this study is to analyze the structural relationships between college students' personal characteristics (self-efficacy, self-directedness, learning motivation, major selection motivation) and their learn-ing experiences, learning satisfaction, and learning outcomes based on the I-E-O learning process model. Methods A total of 1,042 students from A University in Seoul were surveyed to measure their self-efficacy, self- directedness, learning motivation, major selection motivation, learning experiences, learning satisfaction, and learning outcomes. The structural equation modeling was employed to analyze the structural model. Results Among the personal characteristics, self-efficacy had a positive influence on peer interaction, learning satisfaction, GPA, and cognitive and non-cognitive learning outcomes. Self-directedness had a positive impact on learning experiences during class but showed a negative effect on learning satisfaction and GPA. Both external and internal learning motivations had a positive influence on learning experiences during class, and external learn-ing motivation had a negative impact on peer interaction. External major selection motivation had a positive effect on peer interaction but negatively affected grades and learning experiences during class. On the other hand, in-ternal major choice motivation had a positive influence on learning satisfaction and peer interaction. Learning ex-periences during class and peer interaction had a positive impact on cognitive and non-cognitive learning out-comes, and learning experiences during class also positively affected GPA. Peer interaction did not significantly affect grades but had a positive influence on learning satisfaction. Lastly, the relationship between self-efficacy and cognitive and non-cognitive learning outcomes was mediated by peer interaction and learning satisfaction, while the relationship between internal learning motivation and cognitive and non-cognitive learning outcomes was mediated by learning experiences during class and learning satisfaction. Conclusions The findings suggest that universities should provide information to enhance students' internal learning motivation and major selection motivation to improve their learning experiences and outcomes.