초록 열기/닫기 버튼
본 연구에서는 사이버대학생들의 사전 학습준비도와 인구사회학적 특성, 귀인 및 동기, 자기효능감, 자기조절학습 전략에 따른 학습자 특성과 학습과정에서 경험한 학문적 성장, 사회적 통합, 환경적 지지가 학업성취도와 학업지속 행동을 예측하는지를 파악하고자 하였다. 연구대상은 2008년에 새로 입학 또는 편입한 서울 소재 C사이버대학교 학생 487명이었으며, 학업성취도와 학업지속 행동의 집단 간 차이를 살펴보기 위해서는 t-검증, F-검증과 χ2검증을, 예측요인을 파악하기 위해서는 다중회귀분석과 로지스틱 회귀분석을 실시하였다. 연구결과, 학업성취도를 예측하는 요인은 학년, 학위취득이 진학동기인지의 여부, 자기효능감과 자기조절학습이었고, 학업지속 행동을 예측하는 요인은 학업목표에의 몰입 수준, 적극적인 교수와의 상호작용을 학업성패의 원인으로 인식하는지 여부, 학습과정에서 지각한 학문적 성장과 환경적 지지의 수준이었다. 마지막으로, 연구의 제한점과 의의, 추후연구에 대한 의견을 제시하였다.
The purpose of this study was to investigate which factors predict undergraduates’ academic achievement and their academic persistence behavior in cyber university. As predicting variables, demographic information, prior learning preparation variables(experience of cyber learning, their perceived level of achievement in the final school), learner’s individual characteristics variables including motivation, attribution, self-efficacy, and self-regulated learning strategies, and learning process variables involving academic development, social integration, and extra-institutional integration were selected. Students were asked to responded a set of surveys including predicting variables in the middle of semester. Academic achievement was based on their total GPA obtained in that semester and academic persistence behavior referred to whether they registered or not in the following semester. This study sampled a total of 487 first year and transfer students, 397(81.5%) persisters, 90(18.5%) wiredrawers, who first enrolled in C cyber university in 2008. Data were first analyzed with t-test, ANOVA, χ2 test, multiple regression and binary logistic regression. The following results were obtained from the analysis. First, among the related variables selected in this study, year, reason for entrance as degree acquisition and self-efficacy, and the use of self-regulated learning strategies were found to show statistically significant in predicting their academic achievement. Especially, entrance motive for degree acquisition was negatively associated with their academic achievement. Second, academic persistence was significantly predicted by goal commitment as students’ motivation, active interaction with instructor as an attribution, and academic development and extra-institutional integration of learning process variables. Finally, based on the results of the study, practical implication for lifelong education in distance education institute such as cyber university, limitations, and suggestions for future study are being discussed.
키워드열기/닫기 버튼
Cyber university students, Lifelong education, Adult learning, Academic achievement, Academic persistence behavior
