[논문]대학생의 학습몰입, 학업스트레스, 회복탄력성이 자기효능감에 미치는 영향

윤숙자; 변은경

doi:10.17703/jcct.2023.9.5.335

대학생의 학습몰입, 학업스트레스, 회복탄력성이 자기효능감에 미치는 영향
The Effects of Learning Flow, Academic Stress and Resilience on Self-efficacy of University Students 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.9 no.5, 2023년, pp.335 - 342

초록
AI-Helper

본 연구는 대학생을 대상으로 학습몰입, 학업스트레스, 회복탄력성이 자기효능감에 미치는 영향을 확인하기 위해 시도되었다. 본 연구는 B, G시의 대학생 304명을 대상으로 하였다. 자료분석은 SPSS 22.0 프로그램을 이용하여 기술통계, t-test, ANOVA, 피어슨 상관계수, 다중회귀분석으로 분석하였다. 대상자의 자기효능감 평균 3.14±0.62점이었고, 일반적 특성에 따른 자기효능감의 차이는 성별(t=-2.533, p=.012), 전공만족도(F=5.687, p=.004)에서 유의한 차이를 나타냈다. 대상자의 자기효능감은 학습몰입(r=.574, p<.001), 회복탄력성(r=.525, p<.001)과 정적상관관계를 나타냈고, 학업스트레스(r=-.262, p<.001)와 부적상관관계를 나타냈다. 대상자의 회복탄력성은 학습몰입(r=.325, p<.001)과 정적상관관계를 나타냈고, 학업스트레스(r=-.291, p<.001)와 부적상관관계를 나타냈다. 학습몰입은 학업스트레스(r=-.211, p<.001)와 부적상관관계를 나타냈다. 대상자의 자기효능감에 영향을 미치는 요인은 학업몰입(β=.442, p<.001), 회복탄력성(β=.363, p<.001)으로 확인되었고, 설명력은 45.6%로 나타났다. 따라서 대학생의 자기효능감을 향상시키기 위해 학습몰입과 회복탄력성을 향상시킬 수 있는 교육 및 프로그램 개발과 적용이 필요하다.

Abstract ▼ AI-Helper

This study was attempted to confirm the effects of learning flow, academic stress, and resilience on self-efficacy in college students. This study targeted 304 university students in B and G cities. Data analysis was analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis using the SPSS 22.0 program. The average self-efficacy of the subjects was 3.14±0.62 points, and the difference in self-efficacy according to general characteristics was significant in gender(t=-2.533, p=.012) and satisfaction with major(F=5.687, p=.004). Self-efficacy of the subjects was positive correlation with learning flow(r=.574, p<.001), resilience(r=.525, p<.001), and negative correlation with academic stress(r=-.262, p<.001). Resilience of the subjects showed positive correlation with learning flow(r=.325, p<.001) and negative correlation with academic stress(r=-.291, p<.001). Learning flow showed negative correlation with academic stress(r=-.211, p<.001). Factors influencing the self-efficacy of the subjects were identified as academic commitment (β=.442, p<.001) and resilience (β=.363, p<.001) and the explanatory power was 45.6%. Therefore, in order to improve college students' self-efficacy, it is necessary to develop and apply education and programs that can improve learning flow and resilience.

주제어

표/그림 (5)

표 표 1. 대상자의 일반적 특성 Table 1. General characteristics of the subjects (N=304)
표 표 2. 대상자의 학습몰입, 학업스트레스, 회복탄력성, 자기효 능감의 정도 Table 2. Degree of learning flow, academic stress, resiiience, self-efficacy(N=304)
표 표 3. 대상자의 일반적 특성에 따른 자기효능감의 차이 Table 3. Difference of solving ability according to general characteristics(N=304)
표 표 4. 대상자의 학습몰입, 학업스트레스, 자아탄력성, 회복탄력성, 자기효능감과의 관계 Table 4. Correlation between learning flow, academic stress, ego-resilience, resiiience, self-efficacy(N=304)
표 표 5. 대상자의 자기효능감에 영향을 미치는 요인 Table 5. Affected factors of self-efficacy(N=304)

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