The Effects of Academic Self-Efficacy on the Degree of Concentration and Satisfaction in the Online Discussion (온라인 토론에서 학구적 자기효능감이 몰입과 만족도에 미치는 영향)

Kim, TaeWoong (김태웅)

The Effects of Academic Self-Efficacy on the Degree of Concentration and Satisfaction in the Online Discussion

Journal of Knowledge Information Technology and Systems
Abbr : JKITS
2012, 7(6), pp.145-155
Publisher : Korea Knowledge Information Technology Society
Research Area : Interdisciplinary Studies > Interdisciplinary Research
Published : December 31, 2012

Kim, TaeWoong ¹

¹광주대학교

Accredited

ABSTRACT

The purpose of this study is to find the effect of academic self-efficacy on the degree of concentration and satisfaction in the online discussion. For this research purpose, 40 university learners participated in this study. To proceed the online discussion, 40 learners were assigned to 5 groups. After online discussion, the total of 40 learners data were utilized for the analysis. The data were analyzed using the spss 17.0 program through ‘Simple Regression method’. .The results of this study were summarized as followed : First, the academic self-efficacy affects the learner's discussion concentration degree in the online discussion(t=4.08, p<.01). Second, the academic self-efficacy affects the learner's discussion satisfaction degree in the online discussion(t=2.86, p<.01). The result of this research implicated that the effective concentration and satisfaction levels was depending on learners academic self-efficacy quality in the online discussion .Therefore, it could be suggested that an instructor consider academic self-efficacy strategy in online discussion to improve learners concentration and satisfaction levels.

KEYWORDS

Online Discussion, Academic Self-Efficacy, Concentration, Satisfaction, Regression

Citation status

* References for papers published after 2023 are currently being built.

[book] R. Harnack / 1997 / Group Discussion: Theory and Technique / Prentice-Hall INC

[journal] 김태웅 / 2010 / The Effects of Academic Self-Efficacy to the Discussion Participation Levels and Satisfaction Levels in the Online Discussion Instruction / 공학교육연구 / 한국공학교육학회 13(3) : 78~86

[journal] 신민희 / 2009 / A Study on the Differences of Problem-Solving Ability between Students with High Level of Self-efficacy and Students with Low Level of Self-efficacy / 공학교육연구 / 한국공학교육학회 12(4) : 30~37

[thesis] Y.J Oh / 1999 / The Effects of Learner’s self-efficay and reward structure on the level of participation and academic achievement in the web-based cooperative learning / 석사 / EwhaWomans University

[thesis] S.H Lee / 2009 / Differences of Grouping Strategy and Self-regulated learning on the Participation and Self-Efficacy in the Web-Based Discussion / 석사 / ChonnamNational University

[thesis] O.S Jung / 2009 / Influences of web-based science program and self-regulated learning levels on students' academic achievement and scientific self-efficacy / 석사 / Chungang University

[journal] 주영주 / 2008 / Relationship between Self-Efficacy, Online Task Value and Self-Regulated Learning, and Satisfaction and Achievement in Cyber Education / 교육정보미디어연구 / 한국교육정보미디어학회 14(3) : 115~135

[journal] P. Erthner / 1994 / Enhancing self-efficacy for computer technologiesthrough the use of positive classroom experiences / Educational Technology Research and Development 42(3) : 45~62

[book] A. Bandura / 1986 / Social foundations of thought and action: A social cognitive theory / Prentice-Hall

[journal] D. Schunk / 1991 / Self-efficacy and academic motivation / Educational Psychologist 26 : 207~231

[journal] F. Pajares / 1994 / Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis / Journal of Educational Psychology 86(2) : 193~203

[journal] P. Pintrich / 1990 / Motivational and self-regulated learning components of classroom academic performance / Journal of Educational Psychology 82(1) : 33~40

[journal] 봉미미 / 200006 / Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web-based instruction / ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT / SPRINGER 48(2) : 5~17

[journal] B. Zimmerman / 1992 / Self-motivation for academic attainment: The role ofself-efficacy beliefs and personal goal setting / American Educational Research Journal 29(3) : 663~676

[journal] 박성익 / 2006 / An Inquiry on the Relationships among Learning-Flow Factors, Flow Level, Achievement under On-line Learning Environment / 열린교육연구 / 한국열린교육학회 14(1) : 93~115

[journal] 조은미 / 2010 / The Effect of Social Presence on Learning Flow and Learning Effects In Online Learning Community / 교육정보미디어연구 / 한국교육정보미디어학회 16(1) : 23~43

[book] M. Csikszentmihalyi / 1990 / The Psychology of optimal experience / Harper & Row

[report] D. Hoffman / 1997 / Measuring the flow experience amongweb user, working paper / Vanderbilt University

[journal] T. Chan / 1999 / Flow in Web-based instructional activity: An exploratory research project / International Journal of Educational Telecommunications 5(1) : 225~237

[journal] 윤순경 / 2007 / A Study of Group Size for Learners' Active Online Discussions / 교육공학연구 / 한국교육공학회 23(3) : 89~118

[journal] S. Jackson / 1996 / Development and Validation of a scale to measure optimal experience : The flow state scale / Journal of Sport and Exercise Psychology 18 : 17~35

[thesis] J. Stein / 1997 / Asynchronous computer conferencings a supplement to classroom instruction in higher education: The impact of selected learner characteristics on user satisfaction and the amount of interaction / 박사 / Wayne State University

[journal] J.S Chung / 2000 / Effect Analysis of Factors Related to the Learner Participation, Achievement, and Satisfaction in the Web-Based Online Discussion / Journal of Educational Technology 16(2) : 107~135

[book] S.W Kim / 2011 / The Practice of SPSS/AMOS Use / Hakjisa

KJCKorea
Journal Central

Journal of Knowledge Information Technology and Systems 2023 KCI Impact Factor : 0.89