대학생의 자기주도학습준비도, 창의적 성취의도, 초인지 학습전략, 학습리더역량 간의 관계 분석

초록

The purpose of this study is to select self-directed learning readiness, creative achievement intention, and metacognitive learning strategies as variables affecting learning leader competency based on previous studies, and to identify the relationship between these variables and the effect on learning leader competency. The subjects of this study were 770 university students enrolled in 4-year universities located in Seoul and Gyeonggi Area, and they were tested. The collected data were statistically processed using SPSS 25.0 program and PROCESS macro for SPSS (ver.3.5). In order to verify the moderated mediation effect and dual mediation effect of creative achievement intention and metacognitive learning strategy in the effect of self-directed learning readiness on learning leader competency, the suitability of PROCESS macro Model 7 (moderated mediating effect) and Model 6 (double mediating effect) of Hayes (2013) was verified. The results of the study are as follows. First, the moderated effect of creative achievement intention was confirmed in the mediation of metacognitive learning strategy in the relationship in which university students' self-directed learning readiness affects learning leader competency. Second, the dual mediating effect of creative achievement intention and metacognitive learning strategy was confirmed in the relationship in which self-directed learning readiness affects learning leader competency. Therefore, based on these results, in order to enhance the learning leader competency of college students, it is necessary to configure various curricula in consideration of self-directed learning readiness, creative achievement intention, and metacognitive learning strategies that directly or indirectly affect.

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