earticle

영어

This study attempted to investigate the moderating effects of learning flow on the influence of the quality of nail design courses and learning satisfaction. For this, SPSS 23.0 and SPSS PROCESS 3.4.1 were utilized. To analyze the moderating effects through research model testing, regression analysis was performed after mean centering, and the results found the followings: First, in the relation between the quality of courses and learning satisfaction, the moderating effects of cognitive absorption revealed a statistical significance in ‘curriculums’ and ‘interactions’ while no moderating effects were found in ‘course environments’. In other words, cognitive absorption played a moderating role with ‘curriculums’ and ‘interactions’ but not in ‘course environments’. Second, in the relation between the quality of courses and learning satisfaction, the moderating effects of affective commitment showed a statistical significance in ‘curriculums’ and ‘interactions’ while no moderating effects were found in ‘course environments’. In other words, the results have confirmed that affective commitment played a moderating role with ‘curriculums’ and ‘interactions’ while not in ‘course environments’.

중국어

本研究的目的是从美甲课堂质量对学习满意度的影响关系层面考察学习投入的调节效果。研究方法采用 SPSS 23.0和SPSS PROCESS 3.4.1。另外，为了通过研究模型验证考察调节效果，对资料进行中心化处理 (mean centering)，并进行了归回分析。经分析，得出如下研究结果。第一，在课堂质量和学习满意度关系方 面，认知投入的调节效果只呈现在课堂内容和相互作用变量上，在课堂环境变量上却没有呈现调节效果。也就是 说，认知投入在课堂内容及相互作用变量方面发挥调节作用，但在课堂环境变量上不具有调节效果。第二，在课 堂质量和学习满意度关系上，情感投入的调节效果只表现在课堂内容和相互作用变量生，在课堂环境变量上却没 有呈现调节效果。换句话说，情感投入在课堂内容及相互作用变量方面发挥调节作用，但在课堂环境变量上不具 有调节效果。