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Relationship among meta-cognition, learning strategy, and self-directedness of dental hygiene students

  • Journal of Korean society of Dental Hygiene
  • Abbr : J Korean Soc Dent Hyg
  • 2020, 20(2), pp.221-232
  • DOI : 10.13065/jksdh.20200021
  • Publisher : Korean Society of Dental Hygiene
  • Research Area : Medicine and Pharmacy > Dentistry
  • Received : February 21, 2020
  • Accepted : March 17, 2020
  • Published : April 30, 2020

LEE CHUN SUN 1 Sun-Mi Lee 1 kim chang-hee 2

1동남보건대학교
2충청대학교

Accredited

ABSTRACT

Objectives: The aim of this study was to suggest a method for training students majoring in dental hygiene with a sense of professionalism by identifying meta-cognition, efficient learning strategies, and self-directedness necessary to become a spontaneous, self-controlled learner. Methods: A survey was conducted on 316 students majoring in dental hygiene, and collected data were analyzed using SPSS, version 23.0. A post-hoc analysis was performed using descriptive statistics, t-test, analysis of variance, and Duncan's multiple range test, and Pearson's correlation coefficient was used to assess the relationship among meta-cognition, learning strategy, and self-directedness. Results: The meta-cognition, learning strategy, and self-directedness scores of students majoring in dental hygiene were 3.25, 3.08, and 3.12, respectively. Meta-cognition was significant because the grade was lower, and the previous semester grade and major satisfaction were higher. Learning strategy was significant because the previous semester grade and major satisfaction were higher among general high school students. Self-directedness was significantly low in students whose self-conviction score was below 2.0 in terms of the previous semester grade and significantly high with high self-satisfaction. Conclusions: Instructors at the dental hygiene department should acknowledge the importance of meta-cognition, find various teaching methods to improve learning strategy, and encourage students to participate in class by enhancing self-directedness in learning.

Citation status

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