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The Effects of Self-leadership, Academic Self-Efficacy and Instructor-Student Interaction on Self-directed Learning in Nursing Students

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KMID : 0869520170230020107
ÀÌÀº¼÷ ( Lee Eun-Sook ) - °æ³²°úÇбâ¼ú´ëÇб³ °£È£Çаú

ºÀÀºÁÖ ( Bong Eun-Ju ) - Á¶¼±°£È£´ëÇб³

Abstract

Purpose: The purpose of this study is to investigate the influencing factors of self-leadership, academic self-efficacy and instructor-student interaction on self-directed learning in nursing college students.

Methods: This study used a descriptive survey design. Participants were 190 nursing college students at three universities in Jeollanam-do and Gyeongsangnam-do. Data were collected from May 10 to June 12, 2016 using self-report questionnaires. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 19.0.

Results: The results showed that the self-leadership of the nursing students was 3.49, academic self-efficacy, 3.17, instructor-student interaction, 3.71, and self-directed learning, 3.43, respectively. Self-directed learning of nursing college
students was positively associated with self-leadership(r=.65, p<.001), academic self-efficacy(r=.61, p<.001) and instructor-student interaction (r=.36, p<.001). 001). Self-leadership, academic self - efficacy, major satisfaction, GPA 4.0 or above explained 65% of the total variance in self- directed learning among nursing college students.

Conclusions: The findings of this study indicated that nursing interventions for increasing self-leadership, academic self-efficacy and major satisfaction should be developed to improve self-directed learning of nursing students. Additional studies for changes in the overall teaching and learning environment to promote the self-directed learning environment in nursing education should be conducted.
KeyWords

Leadership, Self-efficacy, Learning, Nursing student
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