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류의정 ( Ryu Eui-Jeong ) - Chonnam National University College of Nursing
장금성 ( Jang Keum-Seong ) - Chonnam National University College of Nursing
김은아 ( Kim Eun-A ) - Honam University Department of Nursing
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Abstract
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Purpose: This study aimed to identify the mediating effect of learning flow and the moderated mediation effect controlled by digital literacy in the effect of the learning presence of non-face-to-face class experience nursing students on academic achievement.
Methods: Participants were 272 nursing students from six universities in two different cities. A self-report questionnaire was used to measure learning presence, learning flow, digital literacy, and academic achievement. Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0) programs.
Results: The mediating effect of learning flow in the effect of learning presence on academic achievement is 0.42 and the moderated mediation index of digital literacy was 0.17. Learning flow showed a mediating effect on the relationship between learning presence and academic achievement. Digital literacy had a moderated mediation effect on the relationship between learning presence and academic achievement that was mediated by learning flow.
Conclusion: The intensity of the mediating effect of nursing students' learning presence on academic achievement through learning flow increased as the level of digital literacy increased. These results suggest that educational programs considering the level of learning presence, learning flow, and digital literacy are required to promote the academic achievement of nursing college students.
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KeyWords
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간호대학생, 학습, 성취도, 리터러시, 매개효과분석
Students, Nursing, Learning, Achievement, Literacy, Mediation Analysis
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원문 및 링크아웃 정보
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등재저널 정보
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