earticle

영어

This study is a descriptive research study to determine the effects of teaching presence and self-regulated learning on academic achievement of female health college students. Data collection was conducted from July 7 to 12, 2024, and a structured questionnaire was used. For data analysis, the significance was confirmed using the SPSS/WIN 29.0 program. As a result of correlation analysis, academic achievement was found to have a significant positive correlation in both teaching presence (r=0.618, p<.000) and self-regulated learning (r=0.740, p<.000). As a result of regression analysis, self-regulated learning (β=.740, p<.000) was confirmed to be a factor influencing academic achievement, which together explained 54.5% of the variance in the model. As a result of the above, self-regulated learning was found to significantly predict increasing academic achievement, so various measures are needed for learners to do self-regulated learning. Therefore, it is necessary to prepare an effective learning management strategy in consideration of learners' characteristics.

한국어

본 연구는 보건계열 여대생의 교수실재감과 자기조절학습이 학업성취도에 미치는 영향을 파악하기 위한 서술적 조 사연구이다. 자료수집은 2024년 7월 7일부터 12일까지 시행하였으며, 구조화된 설문지를 이용하였다. 자료분석을 위해 SPSS/WIN 29.0 프로그램을 활용하여 유의성을 확인하였다. 상관분석 결과 학업성취도는 교수실재감(r=.0.618, p<.000)과 자기조절학습(r=0.740, p<.000), 모두 유의한 정적 상관관계로 나타났다. 회귀 분석 결과 자기조절학습(β=.740, p<.000)이 학업성취도에 영향을 미치는 요인으로 확인되었으며, 설명력은 54.5%이었다. 이상의 결과로 자기조절학습은 학업성취도를 높이는데 유의하게 예측하는 것으로 나타났으므로, 학습자가 자기조절학습을 하기 위한 다양한 방안이 필요하다. 따라서, 학 습자의 특성을 고려한 효과적인 학습관리 전략을 마련해야 할 것이다.