실시간 온라인 수업에서 대학생의 디지털학습자기효능감과 학습참여의 관계: 학업정서의 매개효과를 중심으로 = The Relationship between Undergraduate Students’ Digital Learning Self-Efficacy and Learning Engagement in Real-Time Online Classes: Focusing on the Mediating Effect of Academic Emotions

다국어 초록 (Multilingual Abstract)

This study aimed to confirm the effect of undergraduate students’ digital learning self-efficacy on learning engagements in real-time online classes and to verify the mediating effect of positive and negative academic emotions in the relationship between digital learning self-efficacy and learning engagement. To achieve this, a research model was created based on previous studies, which was then verified based on 237 undergraduate students, confirming the mediating effect. The findings established that digital learning self-efficacy had a positive effect on engagement in real-time online learning; however, learning engagement was found to be affected in different ways when academic emotions were mediated. In other words, when positive academic emotion was mediated, digital learning self-efficacy directly and indirectly had a significant positive effect on learning engagement; however, when mediated, negative academic emotion was found to have an indirect negative effect on learning engagement. The significance of positive and negative academic emotions in real-time online classes was examined based on these results, and implications for increasing engagement in learning were proposed.