자유학기제에서의 협력적 체험학습 성과에 대한 학업적 자기조절, 몰입, 협력적 자기조절의 예측력 규명
The Predictive Power of Academic Self-regulation, Flow, Co-regulation on the Learning Outcomes of Collaborative Experiential Learning in Free Semester Program
This study aimed to propose collaborative experiential learning for effective financial education, and to identify variables that predict learning outcomes. Based on the characteristics of collaborative experiential learning, the study supposed satisfaction and academic interest as criterion variables, self-regulation, flow and co-regulation as predicting variables. Data were collected from 78 middle school students that engaged in collaborative experiential learning for the Free Semester Program in Seoul, Korea and then analyzed through descriptive statistics, correlation analysis, multiple regression and multiple mediation analysis methods. Results of the study are as follows: First, flow and co-regulation significantly predicted perceived satisfaction and academic interest in collaborative experiential learning. Second, flow and co-regulation mediated between academic self-regulation and learning outcomes (satisfaction and academic interest). Based on these results, to promote learning outcomes in collaborative experiential learning, strategies to improve academic self-regulation, flow, and co-regulation in instructional design were proposed.
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