본 연구는 자기효능감과 학습성과의 관계에서 자기주도성의 매개역할을 확인하고자 한 연구이다. 본 연구에서는 자기효능감이 다차원적인 개념이고, 자기를 거짓 자기로 인식하지 않기 위해서는 자기주도성이 매개역할을 해야 한다고 가정하였다. 이를 검증하기 위해 본 연구는 자기효능감의 구성요소인 자기인지․정서와 자기지속력이 자기주도성에 긍정적인 영향을 미치고, 자기주도성이 학습성과에 긍정적인 영향을 미칠 것이라는 가설을 설정하였다. 이러한 연구가설을 검증하기 위해, 본 연구에서는 사이버대학교에 재학 중인 성인학습자 2,103명을 대상으로 설문조사를 실시하였고 실제 학습성과를 분석하였다. 수집된 자료에서 빈도분석을 통해 응답자의 특성을 파악하였고, 크론바하 알파값(Cronbach's alpha)에 대한 검토를 통해 신뢰도를 확인하였다. 탐색적 요인분석과 확증적 요인분석을 통해 타당성 검증을 실시하였고, 가설에 대한 검증은 구조방정식 모형을 사용하였다. 분석결과, 자기효능감은 자기인지․정서와 자기지속력이란 뚜렷한 차원으로 구분됨을 알 수 있었다. 가설검증 결과, 사이버대학 성인학습자에게 있어서 자기인지․정서가 자기 주도성에 미치는 영향력(경로계수=0.19, t=5.38)은 통계적으로 유의하였으며, 자기지속력이 자기 주도성에 미치는 영향력(경로계수=0.62, t=15.60) 또한 통계적으로 유의한 결과를 보여주었다. 한편, 사이버대학 성인학습자의 자기주도성이 학업성취도에 긍정적인 영향을 미칠 것이라는 가설을 검증한 결과, 이들 간의 관계(경로계수=0.12, t=4.89)는 통계적으로 유의한 것으로 분석되어 자기주도성은 학업성취도에 긍정적인 영향을 미치는 것으로 확인되었다. 이로써 자기효능감이 학습성과에 긍정적인 영향을 미치는 데에 자기주도성이 매개역할을 하고 있음이 검증되었고, 학습상황에서 자기주도성의 중요함이 확인되었다.

This study has the purpose to clarify the mediating role of the self-direction in the relationship between the self-efficacy and the academic achievement. This study assumed that ‘self-cognition․emotion’ and ‘self-holding’ of the self-efficacy give positive impact on the self-direction, and the self-direction does on academic achievement. In this study, 2,103 adult learners in a cyber ​​university were surveyed and their actual accomplishment data were analysed. The characteristics of the respondents were identified with an analysis of frequency, the reliability of this data was verified through the investigation of the Cronbach alpha coefficient, and the validity through the exploratory sector analysis and the confirmatory sector analysis. Hypotheses were verified through the structural equation model. In conclusion, self-efficacy contains the ‘self-cognition․emotion’ and ‘self-holding’, these give positive impact on the self-direction, and self-direction does on academic achievement. This verifies that the self-direction roles as the mediating role of in the relationship between the self-efficacy and the academic achievement, and the self-direction is very important in learning situation.

This study has the purpose to clarify the mediating role of the self-direction in the relationship between the self-efficacy and the academic achievement. This study assumed that ‘self-cognition․emotion’ and ‘self-holding’ of the self-efficacy give positive impact on the self-direction, and the self-direction does on academic achievement. In this study, 2,103 adult learners in a cyber ​​university were surveyed and their actual accomplishment data were analysed. The characteristics of the respondents were identified with an analysis of frequency, the reliability of this data was verified through the investigation of the Cronbach alpha coefficient, and the validity through the exploratory sector analysis and the confirmatory sector analysis. Hypotheses were verified through the structural equation model. In conclusion, self-efficacy contains the ‘self-cognition․emotion’ and ‘self-holding’, these give positive impact on the self-direction, and self-direction does on academic achievement. This verifies that the self-direction roles as the mediating role of in the relationship between the self-efficacy and the academic achievement, and the self-direction is very important in learning situation.

self-direction, self-efficacy, academic achievement, adult learner, cyber university