준거참조평가제도 시행 이후 의과대학생의 학습관련 내적요인 변화 = Analysis of internal factors affecting learning of medical student in criterion-referenced assessment system

다국어 초록 (Multilingual Abstract)

This study was to examine the difference of medical students' academic motivation, self-directed learning and self-efficacy by their each academic achievement levels in criterion-referenced assessment system. Based on this, the implications for students’ learning level support for criterion-referenced assessment operations were aimed to be offered. Number of 121 students, who are freshmen in medical school, participated. The scales of academic motivation, self-directed learning and self-efficacy were used in this study. The final records of the students were gathered. It was divided into top, medium, and low achievement level and then, it was analyzed. We conducted a MANOVA, ANOVA and t-test analysis for this study.
As the result, self-efficacy in the overall score was higher in second semester compared to the first semester. Yet, there was no difference in academic motivation and self-directed learning. As sub-factors of academic motivation and self-directed learning of the second semester increased significantly compared to the first semester depending on the achievement levels. Based on the above findings, we suggested implications for learning support strategies depending on achievement levels in criterion-referenced assessment system. These findings suggest that, to enhance self-directed learning as a lifelong learning competency, It is desirable to consider academic achievements levels when designing the learner support strategies.

국문 초록 (Abstract)

본 연구는 준거참조평가제도를 도입한 후 한 학년 동안 학생들의 학업성취도 수준별로 학습 관련 주요 내적요인인 학습동기, 자기주도학습 및 자기효능감의 변화를 조사하고 이를 바탕으로 준거참조평가제도 운영 시 학습자 수준별 학습지원 전략을 제안하는 것을 목적으로 하였다. 이를 위해 서울 소재 Y대학 1학년 전체 학생(N=121)을 대상으로 학기별로 학습동기, 자기주도학습, 자기효능감 검사를 실시하였고, 성적을 수집하여 상, 중, 하 수준별 집단으로 나누어 자료를 분석하였다. 학업성취 수준 집단간 차이 분석을 위해 MANOVA와 ANOVA를 실시하였고, 학업성취 수준에 따른 학기별 차이를 세부적으로 확인하기 위해 t-검증을 실시하였다. 연구결과, 전체 점수에서 자기효능감은 1학기에 비해 2학기가 유의미하게 높아졌으나 학습동기와 자기주도학습은 차이가 없었다. 학습동기는 학위변인인 성취추구, 주입된 규제와 무동기, 자기주도학습은 하위변인인 효과적 학습자 자아개념과 주도성과 미래지향성에서 학업성취 수준별 집단에 따라 1학기에 비해 2학기가 통계적으로 유의미하게 높아졌다. 이상의 연구결과를 바탕으로 제안한 준거참조평가제도 운영에 대한 학습자 수준별 학습지원 전략은 의학교육의 장기적 전략을 위한 핵심 자료가 될 것으로 기대한다.

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