Effect Of Self-directed Learning Research Articles

저소득층 장학금수혜 대학생의 자기주도학습능력이 진로성숙도에 미치는 종단적 효과

The purpose of this study was to understand the trajectory of career maturity changes in low-income college students who receive scholarships, and to examine the influence of self-directed learning on changes in career maturity. To achieve this, data from a longitudinal study on educationally disadvantaged children and adolescents provided by the S Foundation from 2019 to 2023 was analyzed for 395 students (151 males and 244 females) who were in the early years of university (1st and 2nd year) in 2019. The results are as follows. First, by examining the trajectory of changes in career maturity, it was confirmed that the career maturity of low-income college students significantly linearly increased with grade progression. Second, when analyzing individual differences using self-directed learning abilities as a time-varying covariate, the immediate effects of self-directed learning were significantly presented, but the delayed effects were not significant. Based on these results, the implications and limitations of this study were discussed.

The effect of self-directed learning in achieving organizational readiness: an exploratory study at the Middle Technical University

The research aims to determine the extent of the impact of self-directed learning in its dimensions (readiness for self-learning, self-control, desire for self-control, practice) in achieving organizational readiness in its dimensions (cognitive dimension, emotional dimension, behavioral dimension) at Central Technical University. The research started from the main question of By revealing the extent of self-directed learning in achieving organizational readiness, the researchers relied in conducting their research on the descriptive analytical approach on a sample of administrative leaders at the Central Technical University, as they relied on a questionnaire form, in order to collect data by distributing (310) forms, (296) were recovered and tested using a set of statistical programs (EXCEL) and (SPSS 23). The research reached a set of conclusions, the most important of which is the existence of an influence relationship between the dimensions of self-directed learning and the dimensions of organizational readiness, in addition to providing recommendations, the most important of which is holding courses and training programs for learners and gifted people to introduce them to self-directed learning within the university.

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of schooling. The effect of SDL on learners’ motivation and attainments has been proven, and its value in enabling learners to change has been substantiated. When applying it in practice, difficulties are faced because SDL-based pedagogy sets challenges for both school students and teachers. It is important to carry out a systematic analysis investigating factors that provide the conditions for the self-directed learning of students. A systematic analysis (applying methods of systematic reviews and meta-analysis (PRISMA)) allows us to emphasize that the liberating factors of SDL include learning environments (support/scaffolding, teaching and learning strategies, physical environment and technological resources, autonomy, assessment and self-assessment, feedback, sustainable and positive climate), obtained knowledge, abilities (self-efficacy, cognitive competence, time management, meta-learning skills), and the learner’s proactivity (collaboration, meeting learners’ needs, possibilities, search for learning support, and raising questions). The oppressive factors of SDL when dealing with learning environments for both learners and teachers (learning load, teaching and learning strategies, teacher power, anxiety, negative emotions, assessment, absence of feedback, control, lack of learning support) as well as educational institutions (teacher support, learning facilities, culture of encouragement and support) are discussed.

성인학습자의 자기주도학습이 진로적응성에 미치는 영향

Objectives This study is to verify the mediating effect of career decision self-efficacy in the relationship between the influence of adult learners' self-directed learning on career adaptability.
 Methods For this purpose, 413 adult learners were selected as study subjects, and the data were analyzed using the SPSS 25 statistical program. Descriptive statistical analysis was conducted to identify the general characteristics and normality of the collected data, and reliability analysis and exploratory factor analysis were conducted to determine reliability and validity. In addition, a correlation analysis was performed to identify the correlation between major variables, and a regression analysis was conducted to verify the mediating effect of self-efficacy in career decision-making in the relationship between the effects of self-directed learning on career adaptability.
 Results First, the cognitive domain, affective domain, and behavioral domain, which are the sub-factors of adult learners' self-directed learning, had a significant effect on career adaptability. Second, the cognitive domain, affective domain, and behavioral domain, which are the sub-factors of adult learners' self-directed learning, showed a statistically significant level in career decision self-efficacy. Third, the verification of the mediating effect of self-efficacy in career decision-making was significant in the relationship between cognitive domain, affective domain, and behavioral domain, which are the sub-factors of adult learners' self-directed learning, on career adaptability.
 Conclusions Based on this, self-directed learning and career decision-making self-efficacy should be promoted in order to increase career adaptability of adult learners. Through this, it is intended to provide implications and basic data for lifelong education of adult learners.

Self-Directed Learning Versus Teacher-Led Instruction: Their Effects on Oral Proficiency and Speaking Structural Accuracy of Intermediate and Advanced EFL Learners

This study investigated the effects and effectiveness of Self-Directed Learning (SDL) vs. Teacher-Led Instruction (TLI) on EFL learners’ oral proficiency and speaking structural accuracy. To this end, 52 participants were selected and assigned to intermediate and advanced levels. Afterward, both levels were divided into two groups of SDL and TLI randomly. All participants received eight sessions of treatment on their English-speaking by practicing the principles of SDL and TLI. IELTS speaking test was administered before and after treatment. The results revealed that learners of both levels benefited equally from SDL more than TLI. To explore the usefulness of these two approaches, five intermediate and five advanced participants were asked to write narratives. The results revealed that the participants mainly referred to SDL as a factor that could make them independent in detecting their speaking problems. Moreover, teachers in TLI had pivotal roles in guiding and managing the speaking process.

The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning

The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning

Effectiveness of self-directed learning in physiology-students' perspective

Effectiveness of self-directed learning in physiology-students' perspective

Effects of Self-directed Learning and Motivation to Transfer on Transfer of Learning for Nursing Students in Clinical Practice

Effects of Self-directed Learning and Motivation to Transfer on Transfer of Learning for Nursing Students in Clinical Practice

The effect of Self-Directed Learning on the relationship between Self-Leadership and Online Learning among university students in Turkey

More and more people across the world seek a university education. Therefore, universities offer full or partial distance undergraduate and postgraduate degrees to meet that demand. Distance education has become more widespread with advances in the Internet and computer technologies and online learning and teaching software (e.g., Learning Management Systems). The spread of the Coronavirus disease (COVID-19), which broke out in early 2020, has also played a significant role in the increased popularity of distance education. Therefore, investigating and reporting upon university students’ self-leadership (SL) behaviors, self-directed learning (SDL) skills, and online learning (OL) attitudes in such learning environments is both timely and critical. This empirical study used a relational survey model to investigate SL, SDL, and OL among university students. The sample consisted of 835 students in Turkey. Data were collected using the “Self-Directed Learning Scale (SDLS),” “Revised Self-Leadership Questionnaire (RSLQ),” and “Online Learning Attitude Scale (OLAS).” Data were analyzed using descriptive statistics, Pearson coefficient, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). SL was moderately and positively correlated with SDL and OL. SDL was moderately and positively correlated with OL. SDL played a fully mediating role in the relationship between SL and OL. SL predicted OL in both the indirect and total effect model. This study addressed university students’ perceptions and tested a model to provide empirical evidence for the relationships and predictions of SL, SDL, and OL. Therefore, it is believed that the results will help advance the constructs of SDL, SL, and OL paradigms.
 Received: 07 March 2020Accepted: 17 November 2020

The Effect of Self-Directed Learning on EFL Learners’ Writing Performance

The Effect of Self-Directed Learning on EFL Learners’ Writing Performance

"문제기반학습을 적용한 소그룹 스터디 모임 ‘러닝커뮤니티’의 효과 및 프로그램 평가 연구"

"문제기반학습을 적용한 소그룹 스터디 모임 ‘러닝커뮤니티’의 효과 및 프로그램 평가 연구"

인사담당자의 긍정심리자본이 혁신행동에 미치는 영향 : 자기주도학습의 매개효과

인사담당자의 긍정심리자본이 혁신행동에 미치는 영향 : 자기주도학습의 매개효과

자기주도학습 및 가족지원이 항공객실승무원의 전문성에 미치는 영향

자기주도학습 및 가족지원이 항공객실승무원의 전문성에 미치는 영향

지능에 대한 암묵적 신념의 종단적 변화가 자기주도학습 시간을 매개로 학업성취에 미치는 효과

이 연구의 목적은 지능에 대한 암묵적 신념(지능증가신념, 지능고정신념)이 자기주도학습 시간을 매개로 학업성취에 미치는 관계를 확인하는 것이다. 특히 지능에 대한 암묵적 신념을 시간의 경과에 따라 변화하는 변인으로 가정하고 잠재성장모형을 적용하여 변화 양상을 추정하고자 하였다. 연구를 위해 한국교육종단연구 2005의 2~6차년도 자료를 활용하여 총 6,908명의 자료를 분석하였다. 분석결과, 지능증가신념의 변화 양상은 선형변화모형이 적합하고, 지능고정신념의 변화 양상은 무변화모형이 적합한 것으로 확인되었다. 자기주도학습 시간은 지능에 대한 암묵적 신념이 학업성취에 미치는 영향을 매개하는 변인으로서, 비선형 변화를 하는 것으로 확인되었다. 다변량 잠재성장모형을 분석한 결과, 지능증가신념의 초기값과 변화율만이 자기주도학습 시간의 변화율을 예측하였다. 또한 자기주도학습 시간은 지능증가신념과 학업성취의 관계를 완전 매개하였다. 이러한 연구결과는 두 가지 유형의 지능에 대한 암묵적 신념(지능증가신념, 지능고정신념)은 시간적 변화 양상에서 서로 다른 특성을 가지고 있으며, 이에 따라 자기주도학습 시간 및 학업성취와 가지는 관계가 차별적임을 보여주었다. 분석 결과를 종합하면, 자기주도학습 시간을 확보하고 자기주도학습 능력을 향상함으로써, 지능증가신념이 학업성취를 높이는데 보다 효과적으로 기능할 수 있음을 보여준 것이다. 위의 연구 결과를 기반으로 지능에 대한 암묵적 신념을 교육적으로 활용하는 방안 및 추후 연구의 방향을 제안하였다.

교수학습지원센터 소그룹스터디모임의 자기주도학습력 향상 효과 분석 및 글쓰기 통합모형 제안

교수학습지원센터 소그룹스터디모임의 자기주도학습력 향상 효과 분석 및 글쓰기 통합모형 제안

Influence of Learning Model Based on Project and Inquiry is Leading to Skin Literature Ability Based on Learning Learning in Basic School (Experimental Study by Applying STEM-based Learning)

The purpose of this research are knowing effect of Self-directed learning, PJBL model and Guided Inquiry to science literacy abilities. This study was conducted at SDN Cibatok 1 dan Cibatok 6 in April-May 2018. Design of this research is post-test only experiment and control group design. The method that used on this research was quasi experiment. Experiment class was treated by PJBL model, while control class was treated by Guided Inquiry model. This instruments consist questionnaire of self-directed learning and science literacy abilities test. The instruments have been valid and reliable. Analysis data used by Anova 2 ways design (2x2 factorial). The result show that: 1) The ability of science literacy of student who are given PJBL model higher than the students who given Guided inquiry models. (2) There is an enhancement of science literacy of students effected by self-directed learning and learning models. (3) The ability of science literacy of students with high self-directed learning who given treatment PJBL model is higher than the students who are given Guided inquiry model. (4) There is no significant difference the ability of science literacy between students low self-directed learning who given treatment by PJBL model and students who are given treatment by Guided inquiry model.

자기주도학습이 한국어 학습자의 학업성취에 미치는 영향

본 연구의 목적은 한국어 학습자의 자기주도학습이 학업 성취에 미치는 영향을 살펴보기 위함이다. 이를 위해 252명의 학습자를 대상으로 자기주도학습 설문 문항의 요인분석을 통해 51개의 항목을 추출하였으며, 이를 바탕으로 신뢰도 검사를 실시하여 .942의 높은 신뢰도를 확보하였다. 한국어 학습자의 자기주도학습과 학업성취 간의 상관관계에서 12개의 요인 중 8개의 요인에서 유의한 상관관계가 나타났다. 성별에 따른 결과는 자기효능만이 남녀 모두에게 유의한 상관관계를 보였고, 한국어 수준에 따른 결과는 초급에서 고급으로 올라갈수록 상관관계가 점차적으로 높아졌으며 요인의 수도 세 개의 요인에서 다섯 개의 요인으로 많아졌다. 마지막으로 자기주도학습이 학업 성취에 미치는 영향을 살펴본 결과 자기효능과 정교화만이 영향을 끼치는 것으로 나타났다.

The Mediating Effects of Self-Directed Learning on the Relationship between HRD Consultants' Positive Psychological Capital and Subjective Career Success

The Mediating Effects of Self-Directed Learning on the Relationship between HRD Consultants' Positive Psychological Capital and Subjective Career Success

국군간호사관생도들의 직업가치, 경력계획이 학업성취와 진로적응성에 미치는 영향 : 자기주도학습의 매개효과

국군간호사관생도들의 직업가치, 경력계획이 학업성취와 진로적응성에 미치는 영향 : 자기주도학습의 매개효과

The Mediated effect of Self-directed learning in Achievement goal orientation by Chinese students on Career decision

성취목표지향성과 자기주도학습능력 이론은 학습자에게는 중요한 요인이다. 이에 본 연구는 재한 중국유학생의 진로결정에 영향을 미치는 성취목표지향성이 무엇이며, 진로결정에 자기주도 학습능력이 어떠한 매개효과를 보이는지를 실증적으로 조사하고자 하였다. 이를 위해 충남과 전남광주지역의 대학교에 공부하는 중국유학생을 대상으로 연구를 진행하였다. 연구결과, 성취목표지향성의 하위요인 접근지향성(숙달접근, 수해접근)은 진로결정에 긍정적인 영향을 미칠 것으로 나타났고 회피지향성(숙달회피, 수행회피)은 진로결정에 유의한 영향을 미칠 것으로 나타났다. 또한 자기주도 학습능력은 모든 수준의 성취목표지향성과 진로결정에 매개효과를 보이는 것으로 나타났다. 이러한 결과는 중국유학생들의 진로결정 할 때 자기주도 학습능력이 매우 중요한 요인이라 할 수 있다. 즉 중국유학생 대학생활 동안 학생들이 수동적으로 지식을 획득하게 하는 것이 아니라 능동적으로 자신에게 필요한 지식을 찾고 관리하며 활용하게 하는 방법을 찾도록 도와주는 것이 매우 중요하다고 볼 수 있다. 한국에서 진로결정에 어려움을 겪는 중국유학생을 대상으로 중국 학생들의 능동적인 자세를 이끌어 낼 수 있는 수업 주제나 활동을 추가시켜 대학생활 동안 주동적 학습태도를 갖도록 도와주는 것이 중요한다. 성취동기를 높일 수 있는 상담, 박람회 참가, 선후배 면담 등을 이용한다면 중국 유학생들이 진로를 결정하는데 많은 도움이 될 것으로 보인다.