Vol.6, No.9, September (2016), pp. 459-471 http://dx.doi.org/10.14257/ajmahs.2016.09.53 전공입문간호대학생의자기주도적학습능력영향요인 김영아김연하 요약 본연구는전공입문간호대학생의학습동기학습태도학업적지연행동및자기주도적학습능력의관계를확인하고자기주도적학습능력에영향을미치는요인을파악하기위한서술적조사연구이다연구대상자는시소재의개대학에서기본간호학교과목을수강중인간호대학생명으로자료는년월일부터월일까지수집하였다자료분석은을이용하여빈도와백분율을이용하였다대상자의학습동기학습태도는자기주도적학습능력과정적상관관계가있었고학업적지연행동은자기주도적학습능력과부적상관관계가있었다자기주도적학습능력에영향을미치는요인은학습동기학업적지연행동학습태도순으로나타났고설명력은였다본연구결과에따라전공입문간호대학생의자기주도적학습능력을향상시키기위해서는학습동기의고취학업적지연행동의감소긍정적학습태도의형성전략이필요하다핵심어간호대학생학습동기학습태도학업적지연행동자기주도적학습능력 Abstract This study is a descriptive research study to investigate the degree of academic motivation, learning attitude, academic procrastination, and self-directed learning ability and to explore the factors that influence beginning nursing students. The participants were 285 sophomore nursing students in D city. The data were collected from March 28 to April 8, 2016. The data analyzed with IBM SPSS 23.0 using descriptive statistics, t-test, ANOVA, Person s correlation coefficients, and stepwise multiple regression. The result of this study as follows: Academic motivation and learning attitude positively correlated to self-directed learning ability. Academic procrastination negatively correlated to self-directed learning ability. The influencing factors for self-directed learning ability were academic motivation, academic procrastination, and learning attitude. The regression model explained 70.7%. On basis of these results, in order to development of self-directed learning ability on beginning nursing students, it is necessary to improve academic Received (July 26, 2016), Review Result (August 9, 2016) Accepted (August 17, 2016), Published (September 30, 2016) Copyright 2016 HSST 459
motivation and learning attitude and to reduce academic procrastination. Keywords : Nursing Student, Academic Motivation, Learning Ability, Academic Procrastination, Self-Directed Learning Ability 서론 급변하는의료환경은간호사의전문성향상을요구하고있으며 한국간호교육평가원은사회 적책무를다할수있는능력있는간호사를양성하고간호교육의질관리및발전을도모하기위 하여간호교육인증평가를시행하고있다 년주기간호교육인증평가가시작된이래로간호 학교육은졸업생이갖추어야할역량의수준을설정하고학습성과의달성을목표로하는역량기 반교육체제로빠르게전환되어왔다이러한역량기반교육체제로의전환으로간호교육기관은간 호학과졸업생에게지식근로자이자자기주도적학습자전문적이고효율적인의사소통가로서의역 량을기대하고있다 중고교시절입시를목표로하는단기적지식습득에치중한수동적학습에길들여져있다가 대학에입학한간호대학생은다른전공학생에비하여방대한분량의전문지식습득의어려움 과함께이론과실습이병행되는학업상황에적응해야하며 졸업직후신규간호사로서임상현 장에서독자성을발휘하여업무를수행해야한다는 압박감으로혼란을겪게될수있다이러한 간호대학생에게자신의능력에대한자신감을갖게하고새로운상황에서학습효율을향상시켜 독립적인학습능력을갖추게하고끊임없이변화하는환경에서간호사의역량을개발시키는 수단으로자기주도적학습이제시되고있다 자기주도적학습자는흥미를갖고자발적으로학습 에참여하고 학습과정을스스로잘통제하여 수동적인학생에비해더많은것을배울수 있다 한편기본간호학은간호학전공에입문하는교과목으로서전공에대한관심을환기해주는과목 인동시에간호술기를처음으로접하게되는교과목이다기본간호술기는전문직간호사가갖추어 야할역량을보장하는기본적인실무기술로간호교육의성과지표로중요하게다루어지고있어 기본간호학실습교육에서기본간호술기의성취수준향상이더욱강조되고있다따라서기본 간호학실습교과에서자기주도적학습을촉진할수있는전략의도입이요구된다 학습동기는학습자의목표지향적활동을위한준비로서신체적정신적활동을요구하는과정 이되며 개인의행동을활성화하여바람직한방향으로의행동변화를유도하고지속하게한다 학습동기는학습을성공적으로달성시키는원동력으로학습자가자기주도성을갖고능동적으 로학습에참여하게한다 또한학습태도는학습자가학습에대해갖는일관성있는심리적 정서적경향성 으로학습활동을유발하는데있어서강력한영향력을가진요인이다 학습태 도가좋은학습자는자기주도적학습능력도높으며 학습을위해형성된학습태도는일관성을 유지하는경향이있으므로전공지식을학습하는초기에적절한학습태도를형성하는것이중요하 다 460 Copyright 2016 HSST
Vol.6, No.9, September (2016) 반면학업적지연행동이란학습자가과제나학습시험준비등을마지막순간까지미루는것을말하는데만성적인학업지연행동은부정적감정과적절하지못한학습전략과관련이있다학업적지연행동은대학생들에게흔하게나타나는현상으로자기주도적학습능력과부적상관관계를보인다따라서학업적지연행동의조절은자기주도적학습능력을향상시켜줄것을기대할수있다외국의경우자기주도적학습은년경평생학습의일환으로서의성인교육학의유행과함께교육학적개념으로주목받기시작하여평생교육분야에서꾸준히연구되어왔고최근에는다양한전략들을적용한자기주도적학습능력의향상에관한실험연구가주를이루고있다우리나라의경우년대학교교육의개혁을위한대안으로자기주도적학습이관심을받기시작하여간호학분야에서는학습동기비판적사고성향학업적자기효능감지각된학업통제감학업적지연행동두려움문제해결능력문제해결과정등관련요인에관한연구가주로이루어지고있다간호학에서의자기주도적학습능력의영향요인에관한두편의연구에서는자아존중감통제위자가학습정도와학습태도가자기주도적학습을설명하는요인으로보고되었다선행연구에서자기주도적학습능력과상관관계가있는많은요인들이밝혀졌으나학습자의학습준비를고려한학습동기학습태도및학업적지연행동을함께고려한연구는부족하다따라서간호학전공입문시기있는간호대학생을대상으로기본간호학실습교과에자기주도적학습전략을도입하기위해서대상자의학습동기학습태도및학업적지연행동의정도를파악하고이변인들이자기주도적학습능력에미치는영향을확인할필요가있다 연구설계 연구방법 본연구는전공입문간호대학생의학습동기학습태도학업적지연행동및자기주도적학습능력의관계를확인하고자기주도적학습능력에영향을미치는요인을파악하기위한서술적조사연구이다 연구대상및자료수집 본연구는시소재의개대학간호학과에재학중이고현재기본간호학교과목을수강중인학생을대상으로연구의목적을설명하고설문에자발적으로참여할것에동의한총명을대상으로하였다자료는년월일부터월일까지수집하였으며그중응답이부적절한설문지부와세이상인대상자의설문지부를제외한총부를분석하였다본연구에필요한표본수는프로그램으로유의수준효과크기검정력를기준으로예측변수로산출한결과명이었다 Copyright 2016 HSST 461
연구도구 학습동기학습동기는 이 년개발하고하위요인의구성을수정한학교학습동기척도로측정하 였다이도구는비본질동기본질동기수업동기계속동기의개요인총 문항으로구성되어있 으며각문항은전혀그렇지않다점에서매우그렇다점까지의 점척도이다점수가 높을수록학습동기가높음을의미한다하위요인의문항구성을수정한 연구에서의 α 였고본연구에서의 α 였다 학습태도학습태도는 에서 가개발한학습태도측정도구를 이간호학과목에맞게 문항으로 수정보완한도구를사용하였다이도구는전혀그렇지않다점부터항상그렇다점까지로이루어진척도로점수가높을수록학습태도가좋음을의미한다연구에서의 α 였고본연구에서 α 이었다 학업적지연행동학업적지연행동은 이개발한지연행동척도 을 가번역하여사용한도구를사용하여측정하였다이도구는전혀아니다 점에서매우 그렇다점까지 점척도로구성된 문항의도구이다점수가높을수록지연행동의성향 을높음을의미한다 연구에서의 α 연구에서의 α 였고본연구에서의 α 이었다 자기주도적학습능력본연구에서는에서이개발한대학생성인용자기주도적학습능력척도를사용하였다이도구는학습계획학습실행학습평가의개하부요인총문항으로구성되어있다매우드물게점부터매우자주점까지로구성된점척도로점수가높을수록자기주도적학습능력이높은것을의미한다도구개발당시 α 이었고본연구의 α 이었다 자료분석 수집된자료는을이용하여분석하였다대상자의일반적특성학습동기학습태도학업적지연행동자기주도적학습능력은빈도백분율평균과표준편차로분석하였다일반적 462 Copyright 2016 HSST
Vol.6, No.9, September (2016) 특성에따른각변수의차이는로분석하고는로분석하였다각변수들간의상관관계는로분석하였고학습동기학습태도학업적지연행동이자기주도적학습능력에미치는영향은으로분석하였다 대상자의일반적특성 연구결과 대상자의일반적특성을살펴보면성별은가여성이었고나이는명이세이고명이세였다간호학을선택한동기는취업이라고응답한대상자가명적성이라고응답한대상자가명가치라고응답한대상자가명이었다간호학전공에대한만족도는명이대체로만족한다고하였고명이매우만족한다고응답하여간호학전공에대해만족한다는응답이많았다표 표 대상자의일반적특성 * except missing data 대상자의학습동기학습태도학업적지연행동자기주도적학습능력대상자의학습동기는평균점학습태도는평균점학업적지연행동은평균 Copyright 2016 HSST 463
점자기주도적학습능력은평균 점이었다표 표 학습동기학습태도학업적지연행동자기주도적학습능력정도 대상자의일반적특성에따른학습동기학습태도학업적지연행동자기주도적학습능력 대상자의일반적특성에따른학습동기학습태도학업적지연행동자기주도적학습능력의정도는표과같았다대상자의일반적특성에따른학습동기는간호학선택동기와간호학전공만족에따라유의한차이가있었다사후분석결과간호학선택동기가취업보다는가치나적성일때학습동기가높게나타났고간호학전공만족이그저그렇다고응답한경우보다매우만족으로응답한경우에학습동기가높은것으로나타났다대상자의일반적특성에따른학습태도는간호학선택동기와간호학전공만족에따라유의한차이가있었고사후분석결과간호학선택동기를가치나적성으로응답한경우가취업으로응답한경우보다학습태도가좋은것으로나타났고간호학전공만족이매우만족으로응답한경우가대체로만족으로응답한경우보다대체로만족으로응답한경우가그저그렇다고응답한경우보다학습태도가좋은것으로나타났다대상자의일반적특성에따른학업적지연행동의경우간호학선택동기와간호학전공만족에따라유의한차이가있었는데사후분석결과간호학선택동기를적성으로응답한경우가가치나취업으로응답한경우보다학업적지연행동의성향이낮게나타났고간호학전공만족이매우만족이나대체로만족으로응답한경우가그저그렇다라고응답한경우보다학업적지연행동의성향이낮게나타났다대상자의일반적특성에따른자기주도적학습능력역시간호학선택동기와간호학전공만족에따라유의한차이가있었다사후분석결과간호학선택동기가가치나적성일때가취업일때보다자기주도적학습능력이높게나타났고간호학전공만족이매우만족대체로만족매우불만족으로응답한경우가그저그렇다라고응답한경우보다자기주도적학습능력이높게나타났다 464 Copyright 2016 HSST
Vol.6, No.9, September (2016) 표 대상자의일반적특성에따른학습동기학습태도학업적지연행동자기주도적학습능력 대상자의학습동기학습태도학업적지연행동자기주도적학습능력간의상관관계 대상자의자기주도적학습능력은학습동기학습태도와유의한양의상관관계가있었고학업적지연행동과는유의한음의상관관계가있었다즉자기주도적학습능력은학습동기와학습태도가높을수록학업적지연행동이낮을수록높게나타났다표 표 학습동기학습태도학업적지연행동자기주도적학습능력간의상관관계 Copyright 2016 HSST 465
대상자의자기주도적학습능력에영향을미치는요인 대상자의자기주도적학습능력에영향요인의파악을위해자기주도적학습능력을종속변수로설정하고자기주도적학습능력과유의한상관관계를나타낸학습동기학습태도학업적지연행동을설명변수로하여단계별회귀분석을시행하였다공차한계는학습동기학업적지연행동학습태도에대하여각각로모두이상분산팽창요인은각각로모두이하로다중공선성이없었고값은로잔차의자기상관이없는것으로나타났다이회귀모형은유의하였고설명력은였다전공입문간호대학생의자기주도적학습능력에영향을미치는요인은학습동기 β 학업적지연행동 β 학습태도 β 순으로나타났다표 표 자기주도적학습능력의영향요인 β 결론 본연구는자기주도적학습을촉진할수있는기본간호학실습교과설계를위한기초자료제공을위하여간호대학생의학습동기학습태도학업적지연행동및자기주도적학습능력의관계를확인하고자기주도적학습능력에영향을미치는요인을파악하기위한서술적조사연구이다본연구대상자의학습동기는평균점으로기본간호학실습교과목을수강하는학년을대상으로한과의연구에서점년제간호과학년을대상으로한과의연구의점보다는다소낮게나타났다대상자의학습동기는간호학선택동기와간호학전공만족 466 Copyright 2016 HSST
Vol.6, No.9, September (2016) 에따라유의한차이가있었는데간호학선택동기가가치나적성인경우가취업인경우보다높았고간호학전공만족에대해매우만족으로응답한경우가그저그렇다고응답한경우보다높은것으로나타났다연구대상자가간호사라는직업의가치와자신의적성을고려하여간호학을선택한동기가내재적동기가되어간호학학습에대한동기를더높게갖는것으로보이는데이는본연구의대상자가간호학전공입문시기에있는학생으로서임상실습을수행한경험이없고외재적동기가되는취업이라는보상과는시기적으로차이가있기때문인것으로생각된다본연구대상자의학습태도는평균점으로수도권학년간호학생을대상으로한과연구의점보다는약간높고학년간호대학생의팀기반학습효과를본연구의실험군과대조군의사전값각각점점과는비슷하였다대상자의학습태도는간호학선택동기와간호학전공만족에따라유의한차이가있어간호학선택동기를가치나적성으로응답한경우간호학전공만족에대해매우만족대체로만족으로응답한경우가학습태도가좋은것으로나타났다학습태도는환경에영향을받아경험에의해형성될수있는것으로간호학선택동기가가치나적성인학생의경우간호학전공을긍정적으로인식하고이러한바람직한학습태도의형성으로학습태도가높아진것으로보인다본연구대상자의학업적지연행동은점으로간호대학생을대상으로한학업적지연행동에관한연구가없어전공과무관하게표집된대학생과여대생을대상으로한연구와비교하였는데이러닝을수강하는대학생을대상으로한연구에서의점여대생의시간관리훈련의효과를연구한의연구에서실험군과대조군의사전값점점보다는낮게나타났다본연구에서사용한학업적지연행동척도는점수가높을수록학업적지연행동의경향이높음을의미하는데본연구의대상자들이과의연구대상자보다학업적지연행동점수가낮은것은간호대학생의경우책임감이매우강하고현실적인성격유형의분포가높았다는의연구결과에서보듯이타전공학생들보다학습과제나시험준비등을미루는경향이낮다고생각된다학업적지연행동은대상자의간호학선택동기와간호학전공만족에따라유의한차이가있었는데간호학선택동기를적성으로응답한경우가가치나취업으로응답한경우보다학업적지연행동의성향이낮았고간호학전공만족이매우만족이나대체로만족으로응답한경우가그저그렇다라고응답한경우보다학업적지연행동의성향이낮게나타났다학업적지연행동은자기관리능력의부족완벽주의성향등이주요영향요인으로알려져있고과제에대한혐오의사결정의어려움자기주장능력의부족등도영향을미치는것으로보고되고있다따라서간호학을자신의적성에따라선택한경우와간호학에대한전공만족이높은경우학습에대한긍정적태도가지연행동의경향을낮추었을것으로생각된다본연구대상자의자기주도적학습능력은점으로간호대학생을대상으로한연구의점보다는높았고임상실습을학기이상경험한간호학생을대상으로한연구의점보다는낮았다이는본연구의자료수집시기가학년학기초로본연구대상자가신입생기간에는교양교과목위주로공부하였고중고교시절의수동적인학습태도에서벗어나지못한상태 Copyright 2016 HSST 467
로전공에입문한학년이므로자기주도적학습에대한경험이미흡하고간호대학생은학년이높아질수록전공에주력하게되어임상실습수행과정중자기주도성이훈련되는경향이있으므로임상실습을경험한의연구대상자에비하여자기주도적학습능력이낮은것으로생각된다자기주도적학습능력은대상자의간호학전공만족에따라유의한차이가있었다간호학전공만족이매우만족대체로만족매우불만족으로응답한경우가그저그렇다라고응답한경우보다자기주도적학습능력이높게나타났다이는간호학전공에만족한경우에만족하지않음보다자기주도적학습태도및능력이높게나타났다는선행연구와는부분적으로다르게나타난결과로전공만족도가매우불만족한경우에도자기주도적학습능력은높게나타날수있음을보여준다이는자기주도적학습능력을향상시키는교과설계시에학습자의초인지를고려해야함을시사하는것으로볼수있다본연구에서간호대학생은학습동기가높을수록학습태도가좋을수록학업적지연행동의성향이낮을수록자기주도적학습능력이높은것으로나타났다이는학습동기와자기주도적학습태도가양의상관을가졌다는과의연구학습태도와자기주도적학습능력이양의상관을가졌다는의연구와학업지연과자기조절학습전략이음의상관을가진것으로보고한의연구결과와맥락이같았다따라서간호대학생의자기주도적학습능력을향상시키기위해서는기본간호학실습교과설계에학습동기와학습태도를높이고학업적지연행동의성향을낮추기위한전략들이포함되어야함을알수있었다전공입문간호대학생의자기주도적학습능력은학습동기학습태도학업적지연행동에의해설명되었다특히자기주도적학습능력에영향을미치는요인은학습동기학업적지연행동학습태도의순으로나타났다연구대상은달랐으나성인학습자를대상으로한의연구에서는학습동기의하위요인들이자기주도학습을설명하였고간호대학생을대상으로한의연구에서학습태도는자기주도적학습능력을설명하는것으로보고하여본연구와맥락이같았다한편은이러닝수업에서학업지연을예측하는요인중하나로자기조절학습전략을보고하였으나본연구는전공입문간호대학생을대상으로졸업후임상현장에서전문직간호사로서의역량을발휘할수있도록훈련하는것을목적으로한자기주도적학습능력을배양하는기본간호학실습교과설계의기초연구로서자기주도적학습능력의영향요인을파악하는데그목적이있으므로자기주도적학습능력을종속변수로회귀분석하여학습태도를영향요인으로확인하였다이상의연구결과를통해학습동기와학습태도는자기주도적학습능력과정적상관이있고학업적지연행동은자기주도적학습능력과부적상관이있으며학습동기학업적지연행동학습태도는자기주도적학습능력의영향요인임을확인하였다전공입문시기에있는간호대학생에게자기주도적학습능력을훈련하기위해서학습동기의고취학업적지연행동의감소긍정적학습태도의형성전략이필요하다교과내학습상황에서성공적인자기주도적학습은교수주도학습과학생주도학습간의균형학습자의준비도와학습방식간의균형교수와학생간의상호역할의 468 Copyright 2016 HSST
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