[논문]온라인 학습에서 의과대학생의 동기조절 프로파일 유형에 따른 인지학습과 학습몰입 간 관계 분석

윤헌철; 김선; 정은경

doi:10.17496/kmer.2021.23.2.118

[국내논문] 온라인 학습에서 의과대학생의 동기조절 프로파일 유형에 따른 인지학습과 학습몰입 간 관계 분석
Latent Profile Analysis of Medical Students' Use of Motivational Regulation Strategies for Online Learning 원문보기

의학교육논단 = Korean medical education review, v.23 no.2, 2021년, pp.118 - 127

윤헌철 (전남대학교 교육문제연구소) , 김선 (전남대학교 의과대학 의학교육학교실) , 정은경 (전남대학교 의과대학 의학교육학교실)

Abstract ▼ AI-Helper

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.

주제어

표/그림 (8)

표 Table 1. Sample items and internal consistency reliability of variables
표 Table 2. Means and standard deviations of variables according to medical students’ grade levels and gender
표 Table 3. Descriptive statistics and correlations of variables (N=334)
표 Table 4. Fit statistics for determining the number of latent classes among respondents (N=334)
표 Table 5. MRS profiles of the latent classes
그림 Figure 1. Profiles of motivational regulation strategies (MRS) between the latent classes. MRS1, enhancement of situational interest; MRS2, enhancement of personal significance; MRS3, mastery self-talk; MRS4, performance approach self-talk; MRS5, performance avoidance self-talk; MRS6, environmental control; MRS7, self-consequating; MRS8, proximal goal setting.
표 Table 6. Mean scores of cognitive learning strategies between the latent classes
표 Table 7. Mean scores of learning engagement between the latent classes

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