Learning Commitment Research Articles

Influence of Learning Commitment and Parental Involvement on Self-regulated Learning of Senior High School Students

This study investigated the influence of learning commitment and parental involvement on the self-regulated learning of senior high school students of Biñan Integrated National High School, SY 2021-2022. A descriptive correlational research design sought to establish findings to be used as a foundation for a self-regulated learning model that can be adopted in the advent of face-to-face learning in the new normal. The findings indicated that the students indicated a strong learning commitment, a high level of parental involvement, and a high level of self-regulated learning. As significant relationships between variables were regressed, the resulting model revealed that learning commitment, as an individual predictor, has the most substantial positive influence on all dimensions of self-regulated learning. The combined effect of parental involvement negated the influence of learning commitment on dimensions of self-regulated learning in terms of environment structuring, task strategies and help-seeking strategies. Coordinating time and vitality through self-regulated learning will result in a more compelling and fulfilling encounter, which may boost self-efficacy and inspiration. The study provides an adoptable model to optimize self-regulated learning, which is a skill set that may be taught and may be able to assist students in setting specific goals for themselves and evaluating their progress. Students who can self-regulate are more proactive and less reactive in their learning.

Fostering social enterprise innovativeness: the interplay of learning, market orientation and stakeholder engagement within a capability framework

Purpose Drawing on capability theory, this study aims to examine the interplay of learning orientation, market orientation and stakeholder engagement in fostering social enterprise innovativeness. Design/methodology/approach A survey of 1,044 Australian social enterprise executives and managers tested hypotheses in a mediated moderation model using structural equation modelling. Findings Nested model comparisons revealed key insights: market orientation partially mediates the relationship between learning commitment, open-mindedness and innovativeness. High stakeholder engagement hinders learning commitment’s effect on innovativeness while enhancing open-mindedness’ impact. Shared vision negatively affects innovativeness. Control variables highlight gender-based perceptions, with female executives viewing market orientation and innovativeness less favourably than male counterparts. This study underscores the importance of heightened market orientations in hostile business environments. Research limitations/implications Findings prompt further investigation into stakeholder engagement’s negative impact on learning commitment and shared vision’s effect on innovativeness. It is crucial to recognise gender perspectives in strategy and align internal practices with external conditions. Originality/value This study clarifies the interplay between learning orientation, market orientation and stakeholder engagement in fostering innovativeness amid contradictory findings. It advances social enterprise research by introducing a capability-based approach to cultivate innovativeness, challenging dominant customer-focused strategies to enhance organisational performance.

한국어 학습자의 한국어 교수 품질 인식 수준이 학습 만족도에 미치는 영향

Objectives This study aims to verify the effect of the perceived quality of Korean language teaching on learning satisfaction for international students learning Korean for academic purposes in Korea and to verify the mediating effect of learning commitment in this relationship. Methods A survey was distributed to 250 international students taking Korean language education at language schools and universities located in Seoul and Gyeongbuk Province, and factor analysis, correlation analysis, and multilinear regression analysis were performed on 247 valid sample data finally collected using SPSS 26.0. Results Among the levels of recognition of Korean language teaching quality, only the interaction quality had a significant positive effect on learning satisfaction. In addition, it was analyzed that learning commitment has the effect of mediating the relationship between the level of recognition of Korean language teaching quality and learning satisfaction. Conclusions In order to increase the level of interaction between Korean learners and instructors, the first priority for instructors is to improve their qualities in order to have an immediate response to the learning process, individual learners' understanding of culture, and requirements. Furthermore, when designing Korean language instruction, flexible efforts are needed to change the content and method of instruction required by learners through preliminary demand surveys from a learner-centered perspective, satisfaction, and difficulties surveys during the course of instruction.

대학 플립러닝 환경에서 학습몰입 요인의 질적 탐색

Although various studies on the effectiveness of class using flipped learning and instructional design have been attempted, there are few cases where learning engagement factors have been explored from the perspective of learners participating in classes. Therefore, in this study, we would like to explore the factors that affect learning commitment in flipped learning. Engagement varies depending on the degree of motivation experienced and felt by learners, so it was considered as a method of grounded theory to explore learning engagement factors in a situation learning-based university flipped learning environment. As a result of this study, the core categories and types of college students’ flipped learning stories include ‘learning context consistent with individual interests and goals’, ‘learning content that affects the entire learning process’, ‘learning environment to communicate online and share in classrooms’, and ‘learning strategies according to learners’ personal resources.’ It was found that basic psychological needs affect learning commitment through the process of hypothesizing formalization of key categories. It is meaningful that the model was presented based on the derived theory, and based on this, the instructor presented implications for instructional design in consideration of the learner’s basic psychological needs when planning the learning environment.

메타버스를 활용한 학습공동체 활동이 대학생의 메타버스 리터러시와 학습몰입도에 미치는 영향

The aim of this study was to analyze the metaverse literacy and learning immersion. We examined the metaverse literacy of 22 university students. We analyzed the significant variables that affected the effectiveness of their learning commitment. We also investigated the differences in learning commitment based on the levels of metaverse literacy and analyzed learning activities. The study’s results revealed the following: First, there was a noticeable improvement in metaverse literacy, which included aspects such as self-identity, self-learning, digital communication, and virtual collaboration. Second, virtual collaboration and digital communication had a significant influence on learning immersion. Third, the higher the metaverse literacy level, the deeper the learning immersion experienced by the students. Fourth, within the metaverse environment, learners engaged in immersive activities and discussions. This study is pivotal as it gauges the effectiveness of community learning activities conducted within the metaverse by linking them with both metaverse literacy and learning immersion.

ICT교육기관의 교육서비스품질이 행동의도에 미치는 영향

This study investigated how educational service quality in the ICT field and learning commitment affect students' behavioral intentions. Prior research and empirical research methods were used to determine the research objectives. A survey was conducted with trainees at the Radio Broadcasting and Communication Education Institute of the Korea Radio Promotion Association, an ICT educational institution. An online survey was conducted from January 2 to 31, 2024, and 149 responses were analyzed among 734 mailers. Statistical analyses were performed using SPSS, version 20.0. Independent variables were verified by educational service quality with tangibles, reliability, responsiveness, assurance, and empathy as subfactors; behavioral intention as the dependent variable; and learning commitment as a parameter. Based on the analysis, the authors hope that the study results will be used as data to provide better educational service quality.

Analysis of Learning Commitment and Interest in Learning with Learning Outcomes of Building Engineering Education Students in University

This research aims to analyze: (1) the relationship between learning commitment and learning outcomes of Building Engineering Education students, Faculty of Engineering, Manado State University (PTB FT Unima), (2) the relationship between learning interest and learning outcomes of PTB FT Unima students, and (3) the relationship between commitment to learning, and interest in learning simultaneously with the learning outcomes of PTB FT Unima students. This research design is quantitative research with a survey approach. From the research results: 1) there is a relationship between learning commitment and learning outcomes of PTB FT Unima students, and contributes 23.62%; 2) there is a relationship between interest in learning and learning outcomes of PTB FT Unima students, and provides a contribution of 10.24%; 3) there is a relationship between commitment to learning and interest in learning simultaneously with the learning outcomes of PTB FT Unima students, and provides a contribution of 23.72%. Thus, increasing commitment to learning and interest in learning is one of the factors supporting the learning outcomes of PTB FT Unima students. The results imply that the higher the commitment to learning and interest in learning, the higher the learning outcomes of PTB FT Unima students. This fact proves that commitment to learning and interest in learning simultaneously provide a significant relationship with the learning outcomes of PTB FT Unima students.

Effective strategies to promote motivation and commitment to learning in virtual university environments

The objective of this article is to establish effective strategies for promoting motivation and commitment in learning from virtual university environments, for which, in the first instance, a bibliographic search is carried out on studies that expose activities and methodologies that build improvements in the aspects of analysis from platforms and the use of digitality in university teaching; Secondly, a categorization of the information collected in the studies is established so that functional strategies are selected for the motivation and commitment of university teaching; In the third instance, an analysis is constructed on the way in which these strategies and proposals for pedagogical application help to energize knowledge and practice it effectively in the student. Thus, a qualitative investigation is implemented to prepare a review of the literature that allows the examination of facts from previous studies and with this, an analysis is built around effective strategies that enhance the motivation for knowledge and the commitment to knowledge from the virtual environment. In conclusion, a discussion is proposed about the effectiveness of strategies in the university environment so that it is beneficial for the student's work and personal world

Effective strategies to promote motivation and commitment to learning in virtual university environments

The objective of this article is to establish effective strategies for promoting motivation and commitment in learning from virtual university environments, for which, in the first instance, a bibliographic search is carried out on studies that expose activities and methodologies that build improvements in the aspects of analysis from platforms and the use of digitality in university teaching; Secondly, a categorization of the information collected in the studies is established so that functional strategies are selected for the motivation and commitment of university teaching; In the third instance, an analysis is constructed on the way in which these strategies and proposals for pedagogical application help to energize knowledge and practice it effectively in the student. Thus, a qualitative investigation is implemented to prepare a review of the literature that allows the examination of facts from previous studies and with this, an analysis is built around effective strategies that enhance the motivation for knowledge and the commitment to knowledge from the virtual environment. In conclusion, a discussion is proposed about the effectiveness of strategies in the university environment so that it is beneficial for the student's work and personal world

A Study of the Relationship Between Learning Commitment and Professional Identity of Master Level Students

Taking master level students of University H as the survey object, this paper explores the concepts and theories of professional identity and learning investment, analyzes the status quo, differences and relevance of master level students' learning investment, and puts forward countermeasures and suggestions to improve the level of professional identity and learning investment of master level students. It is found that the levels of professional identity and learning investment of master level students are at the medium level, and are affected by gender, grade, and other factors; there is a significant positive correlation between professional identity and learning investment of master level students. In order to enhance the sense of professional identity and improve the level of study commitment of master level students, it is suggested to strengthen professional education and enhance professional cognition; create an academic atmosphere and stimulate learning interest; carry out academic activities and improve professional behavior, and so on.

대학생의 자아존중감, 우울, SNS중독경향성 및 학습몰입의 관계 분석

Objectives The purpose of this study was to examine the relationship between college students' self-esteem, depression, SNS addiction tendency, and learning flow and to provide basic data for psychological support necessary for college students' learning flow.
 Methods The survey was conducted both online and offline using a self-report questionnaire for college students attending universities located in Gwangju and Jeonnam. has been used The collected data was analyzed using SPSS WIN 25.0.
 Results The summary of the research results is as follows. First, college students' self-esteem, SNS addiction tendency, and learning commitment showed significant average differences according to gender. Second, college students' self-esteem, depression, SNS addiction tendency, and learning immersion showed significant average differences according to SNS usage time. Third, there was a significant negative correlation between self-esteem and depression, self-esteem and SNS addiction tendency, depression and learning flow, and positive correlation between self-esteem and learning flow, depression and SNS addiction tendency. Fourth, college students' self-esteem, depression, and SNS addiction tendencies were found to have a significant effect on learning immersion, and among them, self-esteem showed the highest explanatory power.
 Conclusions As a result of the analysis, it was found that self-esteem, depression, and SNS addiction tendency had an effect on learning flow. Therefore, in order for college students to experience immersion while learning, measures should be prepared to improve self-esteem, reduce depression, and use SNS correctly. Furthermore, by improving self-esteem, which is a mind that values and respects oneself, college students should achieve goals in school and daily life, increase satisfaction with life, and contribute to improving the overall quality of life throughout their lives.

A Study of the Effect of Family Structure on Adolescents’ Commitment to Learning

Normalized population mobility leads to smaller family sizes, which in turn leads to changes in China's family structure, with nuclear and single-parent families becoming more common. Research has shown that family structure has an impact on parent-child communication and even on adolescents' commitment in learning, and the impact varies across different types of families. This study centers on the keywords of family structure and learning engagement by reading relevant literature in recent years. According to the study, it is found that adolescents aged 13-15 years old lack communication with their parents, which is often caused by inappropriate communication between the two parties, or other related reasons. Compared with other family structures, parent-child communication in nuclear families is more perfect because they have a simple structure, a better family atmosphere, and parents spend more time with their children. However, parent-child communication in single-parent families is less effective, and parental divorce also has a certain impact on communication, which affects the children's learning efficiency. From the above, it can be seen that family structure affects parent-child relationship, and a good family structure is conducive to the establishment of healthy parent-child relationship.

The effects of self-directed learning ability, critical thinking, and learning commitment from utilizing the Havruta method in women’s health nursing classes

Purpose: The purpose of this study was to construct the education applying the Havruta method for nursing students and to investigate the effects on self-directed learning ability, critical thinking, and learning commitment.Methods: A nonequivalent control group pre-posttest design was used. The participants were 63 nursing students (experimental group, n=31; control group, n=32) at two universities. The experimental group received education applying the Havruta method for five weeks. The study was conducted from September 1 to November 30, 2022. The data were analyzed using IBM SPSS 27.0 for an <i>χ</i><sup>2</sup> test, Fisher’s exact test, independent t-test, and Mann–Whitney U-test.Results: The experimental group had a significant increase in self-directed learning ability (z=-2.13, <i>p</i>=.033). However, there was no significant difference in critical thinking competency (t=0.64, <i>p</i>=.524) and learning commitment (t=0.04, <i>p</i>=.969) between the two groups.Conclusion: The Havruta method is an effective nursing education tool for self-directed learning ability. The result of this study could be a guide for nursing professors in designing and implementing educational programs that apply the Havruta method. In the future, research that applies the Havruta method and evaluates its effectiveness in nursing education programs should be continued.

The Effect of Self-regulated Learning Ability on Learning Commitment and Learning Satisfaction : Focused on Student Majoring in Airline Service

The Effect of Self-regulated Learning Ability on Learning Commitment and Learning Satisfaction : Focused on Student Majoring in Airline Service

성인학습자가 인식한 평생교육 단과대학의 교육서비스 질, 자기주도학습능력 및 학습몰입의 구조 관계: 성인학습자 특성의 조절 효과

This study is to analyze Structural relationship between educational service quality, self-directed learning ability, and learning commitment recognized by lifelong education college students, and the moderating effect of adult learner characteristics. The research questions for this are as follows. First, the relationship between educational service quality of lifelong education colleges, adult learners' self-directed learning ability and learning flow, second, the mediating effect of self-directed learning ability on the relationship between educational service quality and adult learners' learning flow, and third, the moderating effect between variables according to the background characteristics of adult learners. The research method used the SPSS 21.0 and AMOS 21 programs to analyze the relationship, mediation, and regulation effects between variables in 303 adult learners enrolled in 10 lifelong education colleges. The results of this analysis are as follows. First, it was found that the quality of education services in lifelong education colleges affects adult learners' self-directed learning ability and learning flow. Second, it was found that adult learners' self-directed learning ability mediates the relationship between the quality of education services and learning flow in lifelong education colleges. Third, the relationship between educational service quality of lifelong education colleges, adult learners' self-directed learning ability, and learning flow according to adult learners' background characteristics was found to have a significant impact only on the path from the quality of education services of the employed to learning flow.

Face-to-Face Instruction and Blended Learning Related to Students’ Commitment in Science Courses

Changes in instructional modes that have occurred can trigger various perceptions and different learning commitments, especially in lectures that are identic to perform hands-on science, such as science courses. This study aims to analyze students’ perceptions of blended learning and face-to-face modes in science courses related to learning commitment after the Covid-19 pandemic. Using phenomenological method, the research was conducted with six students as participants. The data was collected by interview, observation, and documentation techniques. Triangulation was used to validate the data, while a data analysis technique is using Miles and Huberman. The results show that there are differences in students' perceptions and commitments in science courses with both learning modes. Students tend to perceive face-to-face learning more positively than blended learning because activities perform more interactively. Students’ commitments are better during face-to-face learning than during blended learning. Based on the results, this study concludes that positive perceptions shape better learning commitments than negative perceptions.

An Overview of The Learning Motivation Of Early Adolescent Student Raised by Single Parent

This study aims to describe the learning motivation of early adolescent female student raised by single father. Respondent in this study were early adolescent individual who were raised by one parent, namely a single father because of the death of the mother. The significant other in this study is the father of the respondent. This study uses a qualitative method with a case study approach with data collection techniques, namely interviews and documentation. The results of data analysis in this study indicate that respondent have optimal learning motivation. Respondents set goals, maintain commitment and initiative in learning. The optimal respondent's learning motivation is influenced by the father's involvement in education as a guide, motivator, and facilitator. Respondents also received social support from grandmother and friends who helped respondents during the learning process. This research is expected to provide knowledge to single fathers regarding involvement in children's learning processes, especially in their early teens.

비교과 프로그램이 학습역량 향상에 미치는 영향

In this study, we tried to check the changes in the learning capabilities of students who participated in the program provided based on the comparative department system of University A, and to see whether there is a difference in the impact of the comparative department. To this end, a MANOVA analysis was conducted on 501 people who participated in the Comparative Division of University A using a learning competency measurement tool(DIA-LC). As a result, it was confirmed that study group learning tutoring learning consulting contributed to the improvement of linked learning capabilities, affecting 42% learning commitment, 34% practical learning, and 24% self-determination learning motivation. Based on this study, it is hoped that the non-subject, which positively affects students' learning capabilities, will be established as an axis of the curriculum closely linked to major and liberal arts, and the administrative and institutional foundation at the university level will be reorganized.

헤어전공 대학생이 지각하는 비대면수업의 학습실재감이 학습몰입과 학습성과에 미치는 영향

In rapidly changing social environments, the COVID-19 pandemic has brought dramatic changes in people's daily lives. They have worked to improve learning commitment and learning outcome by enhancing learning presence through smooth communications with students after going through trials and errors in non-face-to-face classes in order to adapt themselves to such new circumstances. This study attempted to investigate the influence of the learning presence of such online classes on learning commitment and learning outcome against college students majoring in hairstyling and develop a plan to deliver high-quality education with a goal of providing basic data for the growth and development of cosmetology education. For this, a self-administered questionnaire survey was performed against college students majoring in hairstyling in Seoul and Gyeonggi-do. A total of 301 copies were used for final analysis, and the results found the followings: It is required to develop high-quality class environments to make students recognize learning presence on their own and attain a smooth communication between teachers and students and among students. It is anticipated that there would be further studies with more specific academic majors.

외식조리전공 대학의 창업교육 창의적 역량이 학습몰입과 기업가정신에 미치는 영향 연구

This study aimed to investigate the influence of creative competence in entrepreneurship education on learning commitment and entrepreneurial mindset among college students majoring in culinary arts at universities who have undergone entrepreneurship education. A convenience sample of students from various universities participated in the survey, resulting in a total of 320 valid responses used in the analysis. Confirmatory factor analysis, validity analysis, reliability verification, correlation analysis, and structural equation modeling for hypothesis testing. The creative competence in entrepreneurship education was derived from three factors: collaborative communication, innovative work behavior, and creative problem-solving, identified through exploratory factor analysis. The findings revealed that these sub-factors significantly and positively influenced learning commitment and entrepreneurial mindset. Furthermore, a significant positive effect of learning commitment on entrepreneurial mindset was observed.