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수학과목에서 성취목표, 자기효능감, 학습몰입, 학업성취도, 학업만족도 간의 구조관계 분석: 중국 안후이성(安徽省) F 대학을 중심으로
장박(Pu ZHANG),조진호(Jin-No CHO) 한국수산해양교육학회 2023 水産海洋敎育硏究 Vol.35 No.5
This study clarifies the relationships among achievement goals, self-efficacy, learning immersion, academic achievement, and satisfaction in mathematics among college students at Fuyang Normal University in Anhui, China. Summarizing and discussing the research findings, we arrive at the following conclusions. First, the sub-factor of achievement goals, namely the mastery-approach goal, was found to have a positive effect on academic achievement and satisfaction. Similarly, the performance-approach goal had a positive impact on academic satisfaction. Conversely, both mastery-avoidance and performance-avoidance goals had minimal impact on academic achievement. Second, self-efficacy and the sub-factors of learning immersion, specifically behavioral immersion, cognitive immersion, and emotional immersion, were all shown to have a positive influence on academic achievement and satisfaction. This suggests that an increase in self-efficacy and learning immersion results in enhanced academic achievement and satisfaction. Third, we also identified that self-efficacy and learning immersion serve as mediators in the relationship between achievement goals and academic achievement in mathematics. Fourth, self-efficacy and learning immersion were found to mediate the relationship between achievement goals and academic satisfaction in mathematics. This implies that as achievement goals in mathematics are enhanced, self-efficacy and learning immersion increase, in turn elevating academic achievement and satisfaction.
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부산지역 유학생의 학습공동체 활동에서 협력적 자기조절, 협력적 자기효능감과 자기주도학습능력이 팀 효능감에 미치는 영향: 의사소통능력의 매개효과를 중심으로
홍웨이(Wei HONG),주빈원(Bin-Yuan ZHU),후춘우(Chun-Yu HOU),장박(Pu ZHANG),조진호(Jin-Ho CHO) 한국수산해양교육학회 2024 水産海洋敎育硏究 Vol.36 No.2
The purpose of this study is to analyze the mediating role of communication ability on the relationship between collaborative self-regulation, self-efficacy, self-directed learning ability, and team efficacy perceived by foreign students in the process of participating in the learning community. The collected data were analyzed using SPSS 20.0 and AMOS 24.0 programs. The analysis results can be summarized as follows. First, looking at the results of the path analysis on research question 1, First, cooperative self-regulation of foreign students had a significant influence on team efficacy. The positive effect of cooperative self-efficacy on team efficacy indicates that an individuals confidence in team activities can contribute to team motivation and performance. The positive effect of self-directed learning ability on team efficacy indicates that setting learning goals and active efforts for them are important to team success. Second, looking at the mediating results of research question 2, What is the mediating effect of communication ability in the process of cooperative self-regulation, cooperative self-efficacy, and self-directed learning ability of international students affecting team efficacy? The direct effect of cooperative self-regulation on team efficacy was 0.410, and the indirect effect through communication ability was 0.194. This is statistically significant, suggesting that the ability to control learning directly affects team success, and that communication ability plays an important role in this process. In addition, in the relationship between cooperative self-efficacy and team efficacy, the mediating effect of communication ability was confirmed to be 0.311, and the indirect effect was 0.119, which was also statistically significant. Through this analysis, we intend to find effective support methods to improve the learning community program for international students and improve learning outcomes.
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