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The Mediating Effect of Achievement Emotion on the Relationship between Psychological Well-being, Support for Teaching Autonomy, and Learning Engagement among Senior Vocational Trainees

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2023, 13(2), pp.103-132
  • DOI : 10.34226/gcl.2023.13.2.103
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : May 22, 2023
  • Accepted : June 9, 2023
  • Published : June 30, 2023

김성우 1 An Yoonjung 1

1경기대학교

Accredited

ABSTRACT

The purpose of this study was to analyze the effects of psychological well-being and faculty autonomy support on learning engagement, mediated by achievement emotion, among senior vocational trainees. For this purpose, 191 cautious older vocational trainees participating in national strategic industry occupation training at a vocational training center in Gyeonggi-do were surveyed. SPSS 27 and AMO 24 were used to analyze the data, and the results are as follows: First, the correlations between psychological well-being, support for teaching autonomy, learning immersion, and achievement emotion were all significantly positively correlated. Second, the relationships between psychological well-being, faculty autonomy support, learning engagement, and achievement mood were all significant except for the effects of psychological well-being on learning engagement and faculty autonomy support on achievement mood. Third, achievement emotion had a full mediating effect on the relationship between psychological well-being and learning engagement, and a partial mediating effect on the relationship between support for faculty autonomy and learning engagement. Psychological well-being and support for faculty autonomy are the main predictors of learning engagement among senior vocational trainees, and the mediating role of achievement emotion in the relationship is confirmed. In order to increase the learning engagement of senior vocational trainees, it is recommended that vocational training programs and education should be designed to manage psychological well-being and faculty autonomy support and to enhance achievement emotion.

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