The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
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The Effect of Undergraduates' Self-Directed Learning on School Life Satisfaction and Interpersonal Relation Abilities

대학생의 자기주도학습이 학교생활만족도와 대인관계능력에 미치는 영향

  • 최민경 (대구한의학교 대학원 중독융합학과) ;
  • 김진숙 (대구한의대학교 평생교육융합학과)
  • Received : 2018.07.27
  • Accepted : 2018.09.22
  • Published : 2018.11.30
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Abstract

The objective of this study was to investigate the effect of undergraduates' self-directed learning on the school life satisfaction and interpersonal relation ability. For this purpose, 341 undergraduates were targeted and analyzed. The results of the study are as follows. First, significant positive correlation was found in self-directed learning, school life satisfaction, and interpersonal relation abilities. Second, as a result of analyzing school life satisfaction, a sub-factor of self-directed learning, all of gender, grade, and age affected. In addition, sub-factors such as study confidence, study passion, study responsibility seemed to affect positively significantly in order. Third, as a result of analyzing the effect on interpersonal relation skills of self-directed study, there was no significant relation in gender, grade, and age. However, there was significant positive effect in study responsibility, study passion, and study confidence in order. Based on the results of this study, it was confirmed that school life satisfaction and interpersonal relation abilities are closely related to self-directed learning. This is significant in that to revitalize institutions such as educational service, study support for students, self-directed learning programs development in education field at the university, etc. are required.

본 연구는 대학생들의 자기주도학습이 학교생활만족도와 대인관계능력에 미치는 영향을 알아보고자 하였다. 이를 위해 재학 중인 대학생 341명을 대상으로 조사 및 분석하였다. 결과는 다음과 같다. 첫째, 자기주도학습, 학교생활만족도, 대인관계능력은 유의한 정적 상관관계가 있는 것으로 나타났다. 둘째, 자기주도학습의 하위요인이 학교생활만족도에 미치는 영향을 분석한 결과 성별, 학년, 연령이 모두 영향을 미쳤으며, 하위요인의 학습자신감, 학습열정, 학습책임감 순으로 유의한 정적 영향을 미치는 것으로 나타났다. 셋째, 자기주도학습의 하위요인이 대인관계능력에 미치는 영향을 분석한 결과 성별, 학년, 연령은 유의미한 관계가 없는 것으로 나타났으며, 하위요인 중 학습책임감, 학습열정, 학습자신감 순으로 유의한 정적 영향을 미치는 것으로 나타났다. 이러한 연구결과는 대학생의 자기주도학습이 학교생활만족도와 대인관계능력에 긴밀한 관련성이 있음을 알 수 있다. 즉, 대학 교육 현장에서 자기주도학습에 관한 프로그램의 개발과 학생에 대한 교육 서비스, 학습 지원 등의 필요성을 시사한다.

Keywords

표 1. 자기주도학습, 학교생활만족도, 대인관계능력의 상관관계 Table 1. Relationship between self-directed learning, school life satisfaction, and interpersonal skills

GJMGCK_2018_v4n4_207_t0001.png 이미지

표 2. 자기주도학습이 학교생활만족도에 미치는 영향 Table 2. The effect of self-directed learning on school life satisfaction

GJMGCK_2018_v4n4_207_t0002.png 이미지

표 3. 자기주도학습의 하위요소가 학교생활만족도에 미치는 영향 Table 3. Influence of sub-factors of self-directed learning on school life satisfaction

GJMGCK_2018_v4n4_207_t0003.png 이미지

표 4. 자기주도학습이 대인관계능력에 미치는 영향 Table 4. The Effect of Self-Directed Learning on Interpersonal Ability

GJMGCK_2018_v4n4_207_t0004.png 이미지

표 5. 자기주도학습의 하위요소가 대인관계능력에 미치는 영향 Table 5. The Influence of Sub-factors of Self-directed Learning on Interpersonal Ability

GJMGCK_2018_v4n4_207_t0005.png 이미지

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